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Statistical analysis model predicting computer use in mathematics

Conference Paper


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Abstract


  • 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.

Publication Date


  • 2011

Citation


  • Hudson, R., Porter, A. & Nelson, M. (2011). Statistical analysis model predicting computer use in mathematics. Proceedings of Global Learn Asia Pacific 2011 (pp. 712-720). Australia: Association for the Advancement of Computing in Education.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=9948&context=infopapers

Ro Metadata Url


  • http://ro.uow.edu.au/infopapers/2612

Start Page


  • 712

End Page


  • 720

Place Of Publication


  • http://blog.aace.org/2010/08/09/global-learn-asia-pacific-2011-call-due-oct-25/

Abstract


  • 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.

Publication Date


  • 2011

Citation


  • Hudson, R., Porter, A. & Nelson, M. (2011). Statistical analysis model predicting computer use in mathematics. Proceedings of Global Learn Asia Pacific 2011 (pp. 712-720). Australia: Association for the Advancement of Computing in Education.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=9948&context=infopapers

Ro Metadata Url


  • http://ro.uow.edu.au/infopapers/2612

Start Page


  • 712

End Page


  • 720

Place Of Publication


  • http://blog.aace.org/2010/08/09/global-learn-asia-pacific-2011-call-due-oct-25/