Abstract

This study aims to implement preservice teachers’ first thoughts on the role of spreadsheets in learning specific mathematics content. The article presents exemplary materials designed based on the Technological Pedagogical Content Knowledge (TPACK) framework. The exemplary materials in this study mentioned the subject-specific activities and paid attention to Technological Content Knowledge. Thirty-six preservice teachers enrolled in mathematics education courses at the Ho Chi Minh City University of Education in Vietnam participated in this study. They played two roles: (1) as a secondary school student to experience solving an exercise in a French textbook related to learning the content of functions in the spreadsheet environment; (2) as a teacher to answer seventeen questions related to the TPACK framework. A qualitative analysis of their responses revealed that the strategy implemented could partly promote the in-depth reflection on technology in teaching mathematics among preservice teachers. The suggestions to improve some questions and the implication for teacher training are also discussed.