The Internet is a go-to resource for many students, both for academic and recreational purposes. This dissertation explores how preservice elementary teachers use the Internet to support their learning of mathematics. Set in the context of needing to get students to explain a proof of the Pythagorean Theorem and its converse, this study asks preservice teachers to use the web in order to further develop their own understanding of this mathematics. This study seeks to investigate the kinds and quality of the mathematical connections that preservice teachers make after investigating the Pythagorean Theorem online. It also examines the information seeking strategies employed by the preservice teachers while completing their investigations. Lastly this study explores possible connections between the kinds and quality of the connections exhibited by the preservice teachers and the information-seeking strategies employed by the preservice teachers during their investigation.
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