| The purpose of this study was to examine several aspects of pre-service teachers' knowledge construction in computer environments by investigating (1) procedural and conceptual knowledge on mathematics problems pre-service teachers hold, (2) how pre-service teachers obtain procedural and conceptual knowledge of mathematics through computer explorations, (3) how pre-service teachers connect procedural and conceptual knowledge of mathematics during computer explorations. This study focused on the investigation of pre-service teachers' knowledge on mathematics problems in computer explorations.;Three pre-service teachers participated in the study by random-pick-up method with volunteer basis. This study observed three explorations among hand-in-write-ups and final projects for each subject. All participants' classroom activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and video tapes of students' computer explorations. The main sources of data were observation, interviewing and subjects' written assignments.;At the beginning of the exploration, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through computer explorations. Visual information through computer exploration, group discussion, multiple approaches, positive attitude with comfortable feeling for using computers, trial and error methods, and strong background knowledge of mathematics were effective sources for constructing procedural and conceptual knowledge and their linkage in computer explorations. On the other hand, lack of background knowledge, researcher's quick hints, restricted time for explorations, and lack of knowledge of using computer software hampered a construction of procedural and conceptual knowledge and their connection. |
