Statistical Analysis Model Predicting Computer Use in Mathematics
PROCEEDINGS
Hudson Rebecca, Anne Porter, Mark Nelson, University of Wollongong, Australia
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
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 using a logistic regression analysis model found that beliefs, knowledge, needs and barriers predicted computer use in mathematics teaching. 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.
Citation
Rebecca, H., Porter, A. & Nelson, M. (2011). Statistical Analysis Model Predicting Computer Use in Mathematics. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 712-720). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/37251/.
© 2011 Association for the Advancement of Computing in Education (AACE)
Keywords
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