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Explore research on integrating coding into mathematics teacher education through this 18-minute conference presentation examining how preservice teachers' perspectives evolve when learning to teach both mathematics and coding. Discover findings from a six-year study of 53 first-year Bachelor of Education students enrolled in "Computational Modelling in Mathematics and Science Education," a 36-hour course designed to prepare future teachers for Ontario's mandatory coding requirements in mathematics curriculum. Learn about the four critical turning points identified in preservice teachers' development as they shifted their understanding of teaching and learning mathematics and coding through course experiences and practical teaching assignments. Examine how constructivist theoretical frameworks, Seymour Papert's constructionism theory, and Yasmin Kafai and Quinn Burke's computational participation framework provide analytical lenses for understanding these pedagogical transformations. Gain insights into qualitative research methods including reflexive thematic analysis used to explore participants' experiences, and discover practical recommendations for teacher educators and researchers working to effectively integrate coding into mathematics education programs.
