Integrating Technology into Mathematics Education: A Case Study from Primary Mathematics Students Teachers
Creators
Description
The purpose of the study is to determine the primary mathematics student teachers- views related to use instructional technology tools in course of the learning process and to reveal how the sample presentations towards different mathematical concepts affect their views. This is a qualitative study involving twelve mathematics students from a public university. The data gathered from two semi-structural interviews. The first one was realized in the beginning of the study. After that the representations prepared by the researchers were showed to the participants. These representations contain animations, Geometer-s Sketchpad activities, video-clips, spreadsheets, and power-point presentations. The last interview was realized at the end of these representations. The data from the interviews and content analyses were transcribed and read and reread to explore the major themes. Findings revealed that the views of the students changed in this process and they believed that the instructional technology tools should be used in their classroom.
Files
8470.pdf
Files
(459.4 kB)
| Name | Size | Download all |
|---|---|---|
|
md5:9131212a1da0156e6db0452397b5038a
|
459.4 kB | Preview Download |
Additional details
References
- D. H. Jonanssen, and C. S. Carr, "Mind tools: affording multiple knowledge representations for learning," in Computers as cognitive tools. No more walls S. P. Lajoie (Ed.), Hillsdale, NJ: Lawlence Erlbaum Associates, Inc. 2000, pp. 165-196.
- National Council of Teachers of Mathematics (NCTM), Principles and Standards for School Mathematics, VA Reston. 2000.
- G. Kersaint, "Toward technology integration in mathematics education: A technology-integration course planning assignment,"Contemporary Issues in Technology and Teacher Education, vol. 7, no. 4, pp 256-278, 2007.
- J. Kerrigan, "Powerful software to enhance the elementary school mathematics program," Teaching Children Mathematics, vol. 8, no. 6, pp 364-377, 2002.
- H. Wenglinsky, "How teaching matters: Bringing the classroom back into discussions of teacher quality," Princeton, NJ: Educational Testing Service, 2000.
- S. Papert, "The children-s machine: Rethinking school in the age of the computer," New York: Basic Books. 1992.
- Association of Mathematics Teacher Educators- Technology Committee. Draft position statement titled Preparing Teacher to Use Technology to Enhance the Learning of Mathematics. 2005.
- P. Mayring, (2000). Qualitative content analysis (28 paragraphs), Forum Qualitative Sozialforschung / Forum: Qualitative Social Research (Online Journal) Available: http://www.qualitativeresearch. net/index.php/fqs/article/view/1089/2385
- D. H. Clements and M. T. Battista. "Computer environments for learning geometry," Journal of Educational Research, vol.10, no. 2, pp. 173-197, 1994. [10] J. I. Heller, D. A. Curtis, R. Jaffe and C. J. Verboncoeur, "The impact of handheld graphing calculator use on student achievement in Algebra 1," ERIC Document Reproduction Services No. ED493688, 2005. [11] J.C. Hollar and K. Norwood, "The effects of a graphing-approach intermediate algebra curriculum on students- understanding of function," Journal of Research in Mathematics Education, vol. 30, no. 2, pp. 220- 226, 1999. [12] B.B. Schwarz and R. Hershkowitz, "Prototypes: Brakes or levers in learning the function concepts? The role of computer tools," Journal for Research in Mathematics Education, vol. 30, no. 4, pp. 362-389, 1999. [13] National Council of Teachers of Mathematics (NCTM), (2008, March 24,). The Role of Technology in the Teaching and Learning of Mathematics. Available: http://www.nctm.org/about/content.aspx?id=14233 [14] M. G. Rizza, "Perspectives on preservice teachers- attitudes toward technology," The Teacher Educator, vol. 36, no. 2, pp.132-147, 2000.