Mathematics Preservice Teachers' Beliefs and Conceptions of Appropriate Technology Use

Autor/inn/en	Wachira, Patrick; Keengwe, Jared; Onchwari, Grace
Titel	Mathematics Preservice Teachers' Beliefs and Conceptions of Appropriate Technology Use
Quelle	In: AACE Journal, 16 (2008) 3, S.293-306 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-3696
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Appropriate Technology; Mathematics Teachers; Mathematics Instruction; Teacher Attitudes; Computer Attitudes; Computer Uses in Education; Educational Technology; Teaching Methods; Concept Formation; Mathematical Concepts; Middle School Teachers + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Computernutzung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Many preservice teachers report having had little exposure on the use of technology in the teaching and learning of mathematics. Without guidance on the appropriate use of technology, prospective teachers are left to form their own beliefs about what is appropriate technology use. This study assessed preservice teacher beliefs and conceptions of appropriate use of technology in mathematics teaching and learning. Findings indicate that preservice teachers generally did not share the vision of appropriate use of technology in Mathematics (as provided in the National Council of Teachers of Mathematics [NCTM] Standards) to support and facilitate conceptual development, exploration, reasoning and problem solving. Preservice teachers' beliefs and conceptions of appropriate technology use were limited to the use of technology as computational tools and for checking accuracy of these computations. Evidence from this study suggests a lack of understanding of technology as powerful tools to help students gain knowledge, skills, and appreciation of mathematics. (Contains 1 table.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org/pubs/aacej
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10