The technological advances in the past ten years have had an enormous impact on education. In particular, video technologies and websites such as YouTube have taken education to another level. However, many online educational videos do not align with what math researchers consider good math pedagogy. They show math procedures, but few instruct both mathematical procedures and conceptual knowledge. Therefore, the goal of any preservice math preparation program should be to help teacher candidates develop a more complete understanding of mathematical concepts in order to give their students that same understanding. The intent of this study is to explore the integration of effective mathematical pedagogy with the affordances of online videos with preservice teachers. In particular, an online survey was composed of a procedural video, a conceptual video, and a dynamic graph applet about function inverses. The analysis was of preservice math teachers' responses to procedural, graphical, tabular, and open-ended questions before and after watching the videos and using the dynamic graph. Results indicated that the videos and dynamic graph enhanced the understanding of inverse functions.
