Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan Samarkand State University Theme : Mathematics in the preschool Contents

Introduction Over time, education has been influenced by the rapid development of technology. Education should prepare students to use mathematics in the technology-based world. Teachers and school systems have a responsibility to prepare students for real life and help them to know how to use technology when they face problems in the real world (Heddens & Speer, 2006). Two hundred years ago, technological improvements began and teachers started to use an abacus as a technology in teaching and learning. The first hand-held calculators were presented in 1972 (Waits & Demana, 2000), the first microcomputers for school use were promoted around 25 years ago, the first graphing calculator was marketed almost 20 years ago, and we started to use the internet (i.e., World Wide Web) almost 15 years ago (Heid, 2005). There is obviously increased technology use in mathematics education from 1968 to 2009 (Ronau et al., 2014). However, current research indicates that instructional technology integration is not high in K–12 mathematics classrooms, especially in high schools. The use of technology decreases from elementary school to high school: 33% in the elementary math classroom, 28% in the middle school mathematics classroom, and 21% in high school mathematics classroom (Banilower, Smith, Weiss, Malzahn, Campbell, & Weis, 2013). A variety of technological tools are available for teachers and pre-service teachers (PSTs) to integrate into mathematics instruction, such as virtual manipulatives, educational software, Interactive White Board, Graphic Calculators, the Internet, and the like. Calculators and computers are potential tools to enhance students’ understanding and learning of mathematics (Heddens & Speer, 2006). Powers and Blubaugh (2005) highlighted that the use of technology such as computer technologies and graphic calculators by PSTs into their future teaching is one of the ways to adapt mathematics education into the technology era. However, some PSTs and even in-service teachers do not know how to implement technological tools or which technological tools are available for teaching. As Gorder (2008) stated, many teachers do not feel comfortable integrating technology into the classroom environment. Ahmad and colleagues (2010) expressed that the integration of technological tools can offer variety for students’ learning in the technological age. However, Wachira and Keengwe (2011) found that while computers with Internet, textbook publishers’ tutorial sites and CD-ROMs, and calculators are commonly available technologies in schools, technology integration remains limited. For example, Ronau, Rakes, Bush, Driskell, Niess,and Pugalee (2014) examined 480 dissertations from 1968-2009 in which technology has been studied, and they found that 703 technology types have been addressed in these dissertations. Computer software (n=268) is the most studied technology, and Internet technologies (n=112) are the least addressed technology in these dissertations. Besides, calculators are addressed 175 times, and other technologies (such as an Interactive whiteboard, email, Probeware, computer programming, etc.) are mentioned 148 times. Furthermore, Polly (2014) observed three teachers and found that teachers rarely used the desktop computer or iPad computer; however, teachers used the document camera and projector in every lesson to demonstrate mathematical tasks and students’ work. In the next section, available technological tools for mathematics instruction are explained in further detail. These tools are most commonly used and available technologies in mathematics teaching and learning environment