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Prospective Secondary Mathematics Teachers’ Gender-wise Attitudes on Using a Web 2.0 Technology in Teaching-Learning Euclidean Geometry
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, The University of Alabama, United States ; , University of Nevada, Reno, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper presents the results of a study that sought to determine if preservice mathematics teachers’ attitudes toward a 12-week blogging activity, used as a supportive teaching-learning tool in a college Euclidean Geometry course, differed based on their gender. The study was conducted at a university in the western United States. Data was collected using a questionnaire survey comprised of demographic questions and 16 Likert-type scale items designed to measure attitude toward the blogging activity. The study determined that participants found the blogging activity to be appropriate and enjoyable, but no differences based on gender were found.

Citation

Hossain, M.M. & Quinn, R.J. (2013). Prospective Secondary Mathematics Teachers’ Gender-wise Attitudes on Using a Web 2.0 Technology in Teaching-Learning Euclidean Geometry. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3176-3181). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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