This paper is a report of a doctoral thesis that investigated the factors that were
associated with the use of computers in secondary mathematics teaching, the choices made
by teachers and learning theories guiding their teaching. Mixed methods approaches were
used to triangulate the results of the study. The study was divided into three stages, the first a
questionnaire completed by 114 teachers, the second was examination of current accredited
courses in teacher preparation for mathematics teaching to identify what learning theories
were included in subjects, and the third were interviews with 8 teachers in training and 6
experienced teachers. Results of the inquiry revealed that the probability of a teacher using a
computer was maximized when they strongly agreed with the statement that the lack of
lesson plans was a barrier to using computers and with the belief mathematics is made up of
individual components and responded highly undesirable in training conducted by the
Internet or education department training programs and strongly disagreed with the belief that
when teachers use computers in the classroom, they are able to spend more time on concepts.
Overall, the teachers made choices to use computers when appropriate in their lesson
preparation, teaching materials and teaching strategies with the use of learning theories.