Technology from the classroom: The new “kid magnet”

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Three preservice teachers use virtual manipulatives during clinical interviews with students of elementary school age. The technology exposes students' problem-solving strategies and mathematical understanding, promoting just-in-time teaching about the target content. The process of completing and reflecting on the interviews contributed to growth of the preservice teachers' technological, as well as pedagogical content, knowledge.

Contributor Notes

Kimberly D. Mueller,, a 2008 Presidential Award winner, is a firstgrade teacher at Florence L. Walther School in Lumberton, New Jersey. Having spent the past eighteen years as a kindergarten teacher, she is passionate about making math meaningful and nonthreatening to our youngest students. She has been known to “sneak” math into all disciplines and enjoys leading professional development workshops and mentoring other teachers to reach their fullest math potential.

Edited by Spencer Jamieson,, a mathematics resource teacher for the Instructional Services Department of Fairfax County Public Schools (FCPS) in Virginia; Patricia W. Freeman,, who teaches algebra 1 and geometry to eighth graders at Franklin Middle School in Chantilly, Virginia, while pursuing a doctorate in Mathematics Education Leadership at George Mason University (GMU); and Courtney Baker,, who is a mathematics consultant for FCPS and a GMU doctoral student. Technology from the Classroom is the venue for sharing articles that illustrate the effective use of technology in pre-K–grade 6 mathematics classrooms. Send submissions of no more than 1500 words to this department by accessing See detailed submission guidelines for all departments at

(Corresponding author is Mueller
(Corresponding author is Jamieson
(Corresponding author is Freeman
(Corresponding author is Baker
Teaching Children Mathematics
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