A model for the conceptual learning of mathematics in a technologically enhanced learning environment for first-year prospective mathematics teachers

It is no unknown fact that South African learners, as well as learners world-wide, underachieve in mathematics. Taking into consideration that the quality of mathematics instruction might be one possible factor that has an influence on learners’ mathematics achievement, there are valid reasons questioning the conceptual mathematical knowledge of mathematics teachers. In order to facilitate conceptual understanding teachers themselves must possess profound mathematical knowledge. Literature reveals that a technologically enhanced environment can improve the conceptual learning of prospective mathematics teachers. The interwoven nature of attitudes and beliefs towards mathematics on the one hand, and conceptualisation on the other hand make it difficult to discuss the one without the other. Though, due to time constraints, the purpose of this paper is to determine the influence of a dynamic technologically enhanced environment on the conceptualisation of prospective mathematics teachers regarding the function concept. Eventually the author proposes a model for the conceptual learning of mathematics.