A Survey of Mathematics Teachers’ Attitudes About Calculators: The Impact of Philosophical Orientation
M. Jayne Fleener, University of Oklahoma, United States
JCMST Volume 14, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper addresses the possible effect of technological diffusion efforts on teachers with fundamentally different beliefs about the use of technology tools for mathematics instruction. Responses of 94 middle school and secondary mathematics teachers on the Attitude Instrument for Mathematics and Applied Technology (AIM-AT) were analyzed to determine the relationship among personal philosophy, experience, and attitudes about calculator use. Teachers participating in this study had similar beliefs about the motivational effects of calculators for mathematics instruction; however, beliefs about the cognitive benefits of calculator use were not as well defined. Differences were found on several items between groups of teachers who believed calculators should not be used until students achieved conceptual mastery and those who disagreed conceptual mastery was necessary before calculators could be used. Interactions between mastery orientation and experience were suggested when analysis of responses on AIM-AT items revealed responses were divided by mastery groups and experience with calculators. Apparently, experience with calculators for instructional purposes and beliefs about whether students should have conceptual mastery before calculators are used are important for deciding other issues related to calculator use. Persons leading reform efforts encouraging the use of technology to assist teaching and learning of mathematics must consider the fundamental differences in attitudes and beliefs of teachers with contrasting philosophical perspectives and experience levels in order to be more effective.
Fleener, M.J. (1995). A Survey of Mathematics Teachers’ Attitudes About Calculators: The Impact of Philosophical Orientation. Journal of Computers in Mathematics and Science Teaching, 14(4), 481-498. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 1995 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Exploring the Co-Development of Mathematical and Technological Knowledge Among African American Students
Francis Nzuki, Richard Stockton College of New Jersey, United States
International Journal of Information and Communication Technology Education Vol. 7, No. 2 (April 2011) pp. 35–45
The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction
Francis Nzuki, Stockton University, Galloway, NJ, United States
International Journal of Online Pedagogy and Course Design Vol. 6, No. 2 (April 2016) pp. 29–45
Patrick Wachira, Cleveland State University, United States; Jared Keengwe & Grace Onchwari, University of North Dakota, United States
AACE Review (formerly AACE Journal) Vol. 16, No. 3 (July 2008) pp. 293–306
Integrating Graphing Calculators and Probeware Into Science Methods Courses: Impact on Preservice Elementary Teachers’ Confidence and Perspectives on Technology for Learning and Teaching
Irina Lyublinskaya, College of Staten Island, United States; George Zhou, University of Windsor, Canada
Journal of Computers in Mathematics and Science Teaching Vol. 27, No. 2 (April 2008) pp. 163–182
Cynthia S. Thomas, Montana State University, United States
International Conference on Mathematics / Science Education and Technology 1999 (1999) pp. 366–371
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.