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Mathematics Preservice Teachers’ Beliefs and Conceptions of Appropriate Technology Use
Article

, Cleveland State University, United States ; , , University of North Dakota, United States

AACE Review (formerly AACE Journal) Volume 16, Number 3, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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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.

Citation

Wachira, P., Keengwe, J. & Onchwari, G. (2008). Mathematics Preservice Teachers’ Beliefs and Conceptions of Appropriate Technology Use. AACE Review (formerly AACE Journal), 16(3), 293-306. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 8, 2023 from .

© 2008 Association for the Advancement of Computing in Education (AACE)

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References

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Cited By

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  • Technology Integration Barriers in K-12 Urban Classrooms

    Jared Keengwe, University of North Dakota, United States; Albert Akyeampong, Ohio University, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2267–2271

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