Integrating Technology into Mathematics Education: A Case Study from Primary Mathematics Students Teachers
The purpose of the study is to determine the primary mathematics student teachers- views related to use instructional technology tools in course of the learning process and to reveal how the sample presentations towards different mathematical concepts affect their views. This is a qualitative study involving twelve mathematics students from a public university. The data gathered from two semi-structural interviews. The first one was realized in the beginning of the study. After that the representations prepared by the researchers were showed to the participants. These representations contain animations, Geometer-s Sketchpad activities, video-clips, spreadsheets, and power-point presentations. The last interview was realized at the end of these representations. The data from the interviews and content analyses were transcribed and read and reread to explore the major themes. Findings revealed that the views of the students changed in this process and they believed that the instructional technology tools should be used in their classroom.
[1] D. H. Jonanssen, and C. S. Carr, "Mind tools: affording multiple
knowledge representations for learning," in Computers as cognitive
tools. No more walls S. P. Lajoie (Ed.), Hillsdale, NJ: Lawlence Erlbaum
Associates, Inc. 2000, pp. 165-196.
[2] National Council of Teachers of Mathematics (NCTM), Principles and
Standards for School Mathematics, VA Reston. 2000.
[3] G. Kersaint, "Toward technology integration in mathematics education:
A technology-integration course planning assignment,"Contemporary
Issues in Technology and Teacher Education, vol. 7, no. 4, pp 256-278,
2007.
[4] J. Kerrigan, "Powerful software to enhance the elementary school
mathematics program," Teaching Children Mathematics, vol. 8, no. 6,
pp 364-377, 2002.
[5] H. Wenglinsky, "How teaching matters: Bringing the classroom back
into discussions of teacher quality," Princeton, NJ: Educational Testing
Service, 2000.
[6] S. Papert, "The children-s machine: Rethinking school in the age of the
computer," New York: Basic Books. 1992.
[7] Association of Mathematics Teacher Educators- Technology Committee.
Draft position statement titled Preparing Teacher to Use Technology to
Enhance the Learning of Mathematics. 2005.
[8] P. Mayring, (2000). Qualitative content analysis (28 paragraphs), Forum
Qualitative Sozialforschung / Forum: Qualitative Social Research
(Online Journal) Available: http://www.qualitativeresearch.
net/index.php/fqs/article/view/1089/2385
[9] D. H. Clements and M. T. Battista. "Computer environments for learning
geometry," Journal of Educational Research, vol.10, no. 2, pp. 173-197,
1994.
[10] J. I. Heller, D. A. Curtis, R. Jaffe and C. J. Verboncoeur, "The impact of
handheld graphing calculator use on student achievement in Algebra 1,"
ERIC Document Reproduction Services No. ED493688, 2005.
[11] J.C. Hollar and K. Norwood, "The effects of a graphing-approach
intermediate algebra curriculum on students- understanding of function,"
Journal of Research in Mathematics Education, vol. 30, no. 2, pp. 220-
226, 1999.
[12] B.B. Schwarz and R. Hershkowitz, "Prototypes: Brakes or levers in
learning the function concepts? The role of computer tools," Journal for
Research in Mathematics Education, vol. 30, no. 4, pp. 362-389, 1999.
[13] National Council of Teachers of Mathematics (NCTM), (2008, March
24,). The Role of Technology in the Teaching and Learning of
Mathematics. Available:
http://www.nctm.org/about/content.aspx?id=14233
[14] M. G. Rizza, "Perspectives on preservice teachers- attitudes toward
technology," The Teacher Educator, vol. 36, no. 2, pp.132-147, 2000.
[1] D. H. Jonanssen, and C. S. Carr, "Mind tools: affording multiple
knowledge representations for learning," in Computers as cognitive
tools. No more walls S. P. Lajoie (Ed.), Hillsdale, NJ: Lawlence Erlbaum
Associates, Inc. 2000, pp. 165-196.
[2] National Council of Teachers of Mathematics (NCTM), Principles and
Standards for School Mathematics, VA Reston. 2000.
[3] G. Kersaint, "Toward technology integration in mathematics education:
A technology-integration course planning assignment,"Contemporary
Issues in Technology and Teacher Education, vol. 7, no. 4, pp 256-278,
2007.
[4] J. Kerrigan, "Powerful software to enhance the elementary school
mathematics program," Teaching Children Mathematics, vol. 8, no. 6,
pp 364-377, 2002.
[5] H. Wenglinsky, "How teaching matters: Bringing the classroom back
into discussions of teacher quality," Princeton, NJ: Educational Testing
Service, 2000.
[6] S. Papert, "The children-s machine: Rethinking school in the age of the
computer," New York: Basic Books. 1992.
[7] Association of Mathematics Teacher Educators- Technology Committee.
Draft position statement titled Preparing Teacher to Use Technology to
Enhance the Learning of Mathematics. 2005.
[8] P. Mayring, (2000). Qualitative content analysis (28 paragraphs), Forum
Qualitative Sozialforschung / Forum: Qualitative Social Research
(Online Journal) Available: http://www.qualitativeresearch.
net/index.php/fqs/article/view/1089/2385
[9] D. H. Clements and M. T. Battista. "Computer environments for learning
geometry," Journal of Educational Research, vol.10, no. 2, pp. 173-197,
1994.
[10] J. I. Heller, D. A. Curtis, R. Jaffe and C. J. Verboncoeur, "The impact of
handheld graphing calculator use on student achievement in Algebra 1,"
ERIC Document Reproduction Services No. ED493688, 2005.
[11] J.C. Hollar and K. Norwood, "The effects of a graphing-approach
intermediate algebra curriculum on students- understanding of function,"
Journal of Research in Mathematics Education, vol. 30, no. 2, pp. 220-
226, 1999.
[12] B.B. Schwarz and R. Hershkowitz, "Prototypes: Brakes or levers in
learning the function concepts? The role of computer tools," Journal for
Research in Mathematics Education, vol. 30, no. 4, pp. 362-389, 1999.
[13] National Council of Teachers of Mathematics (NCTM), (2008, March
24,). The Role of Technology in the Teaching and Learning of
Mathematics. Available:
http://www.nctm.org/about/content.aspx?id=14233
[14] M. G. Rizza, "Perspectives on preservice teachers- attitudes toward
technology," The Teacher Educator, vol. 36, no. 2, pp.132-147, 2000.
@article{"International Journal of Business, Human and Social Sciences:57549", author = "Berna Cantürk-Günhan and Esra Bukova-Güzel", title = "Integrating Technology into Mathematics Education: A Case Study from Primary Mathematics Students Teachers", abstract = "The purpose of the study is to determine the primary mathematics student teachers- views related to use instructional technology tools in course of the learning process and to reveal how the sample presentations towards different mathematical concepts affect their views. This is a qualitative study involving twelve mathematics students from a public university. The data gathered from two semi-structural interviews. The first one was realized in the beginning of the study. After that the representations prepared by the researchers were showed to the participants. These representations contain animations, Geometer-s Sketchpad activities, video-clips, spreadsheets, and power-point presentations. The last interview was realized at the end of these representations. The data from the interviews and content analyses were transcribed and read and reread to explore the major themes. Findings revealed that the views of the students changed in this process and they believed that the instructional technology tools should be used in their classroom.
", keywords = "Integrating Technology, Mathematics Education,Primary Education, Teacher Education.", volume = "4", number = "7", pages = "1735-6", }
