Equity and Beliefs about the Efficacy of Computers for Mathematics Learning [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p381-388.

Autor/in	Forgasz, Helen J.
Titel	Equity and Beliefs about the Efficacy of Computers for Mathematics Learning [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p381-388.
Quelle	2 (2003), S.381-388 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Teachers; Secondary School Students; Mathematics Instruction; Computer Uses in Education; Teacher Attitudes; Educational Technology; Equal Education; Access to Computers; Computer Attitudes; Secondary School Mathematics; Student Attitudes; Foreign Countries; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Computernutzung; Lehrerverhalten; Unterrichtsmedien; Schülerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Members of society appear to have great faith in the educational value of computers. It is widely believed that computer use will promote learning. Unsupported by research evidence, many contemporary mathematics curriculum documents include statements advocating computer use and the benefits to be derived. As part of a larger study in which equity issues and perceptions of computer use for secondary mathematics learning are being explored, teachers' and students' beliefs about the benefits of computer use for mathematics learning were examined. The student data were also analysed across several equity dimensions. The findings are presented and discussed in this paper. (Contains 2 endnotes and 3 tables.) [For complete proceedings, see ED500859.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10