It is well documented that the overly theoretical coursework in conventional mathematics teacher education programs does not effectively challenge pre-service mathematics teachers’ preconceived ideas about the teaching of mathematics. In addition, field experiences provided for pre-service teachers have been shown to have inherent limitations. Consequently, several mathematics educators have drawn attention to the need to engage pre-service mathematics teachers in experiences that present actual teaching practices and make it possible for them to study or critique those practices reflectively. In the developed countries like the US there appears to be a growing interest in the potential of multimedia systems to bring this type of reflective and critical thinking about the teaching of mathematics. In the developing countries such as Ghana, very little of such efforts, if any, is being done to improve mathematics teacher education. This paper looks at the potential of these multimedia environments to improve education of prospective mathematics teachers in Ghana. It focuses on how multimedia programs fit into contemporary theories of teacher learning and supports this with a discussion of empirical research efforts at using multimedia programs to facilitate education of prospective mathematics teachers. Implications for pre-service mathematics teacher education in Ghana are also presented.
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