Abstract

This study investigated the complex relationship between mathematics teachers’ gender, computer experience, teaching experience, and beliefs about integrating computers in teaching mathematics (cognitive beliefs, instructional beliefs, motivational beliefs and beliefs about social interaction). “TBCAIM” data from 312 secondary mathematics teachers from regions in Turkey were collected. A confirmatory factor analysis was applied as a data reduction method in order to confirm different factors in the scale and a cluster analysis was used to determine homogeneous and well discriminated classes of teachers. Results of cluster analysis were used to confirm the results of factor analysis and improve the depth of analysis by generating more interpretable classes of participants. The cluster analysis yielded five clusters. Gender differences along with teaching experience differences and the resulting five clusters were investigated by MANOVA in order to determine and describe relationships.

Citation

KOKLU, O., JAKUBOWSKI, E., SERVI, T. & Huang, J. (2014). A Cluster Analytic Approach: Investigation of Interrelationship between Mathematics Teachers’ Beliefs about Using Computers in Mathematics Education, Gender, Teaching Experience, and Computer Experience. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2878-2885). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/primary/p/131237/.

© 2014 Association for the Advancement of Computing in Education (AACE)