Pre‐service secondary mathematics teachers’ beliefs about the nature of technology in the classroom

Abstract

This study investigated pre-service secondary mathematics teachers' (PSTs) beliefs about teaching mathematics with technology, the experiences in which those beliefs were grounded, and the organizational structure of those beliefs. In particular, this article reports on research that was designed to investigate questions beyond that of whether technology can profitably be used before mathematical content has been mastered (the question about technology most commonly reported in the literature). Beliefs were defined as dispositions to act and were viewed through what is referred to as the sensible system framework. Through the qualitative research methodology called grounded theory, four PSTs were purposefully selected and studied. The primary dimensions of the PSTs' core beliefs with respect to technology, referred to as their beliefs about the nature of technology in the classroom, were beliefs about the availability of technology, about the purposeful use of technology, and about the importance of teacher knowledge of technology.Résumé : Cette étude porte sur les idées préconçues des futurs enseignants des mathématiques au secondaire quant à l'enseignement des mathématiques par le moyen des technologies, les expériences sur lesquelles ces idées se fondent et le système grâce auquel ces idées sont maintenues. En particulier, nous analysons les résultats de recherches réalisées dans le but d'aller au-delà des idées les plus courantes dans la littérature sur les technologies, à savoir si les technologies peuvent être utilisées de façon profitable avant que les contenus mathématiques aient été maîtrisés. Ces idées ont été définies comme une disposition à agir, et sont étudiées dans un cadre que nous appelons système sensé. Au moyen d'une méthodologie de recherche qualitative appelée théorie fondée, quatre futurs enseignants ont été choisis comme objet de notre étude. Les principales dimensions des idées fondamentales de ces futurs enseignants sur les technologies, que nous avons appelées idées sur la nature des technologies dans la salle de classe, portaient sur la disponibilité des technologies, leurs différentes utilisations pratiques ainsi que l'importance des connaissances qu'en ont les enseignants.

A Preservice Mathematics Teacher’s Beliefs about Teaching Mathematics with Technology

“…They try to explore new technologies that are suitable for different content teaching. They develop their own model to use the technological tools in teaching mathematics (Leatham, 2002). In this study, the participant seemed to be confident in the use of JavaBars, GSP, and Excel Spreadsheet in teaching fractions, functions and limits, geometric transformations, and statistical data.…”

“…His beliefs seemed to be consistent with earlier research findings. Leatham (2002Leatham ( , 2007 highlighted the degree of ownership of technological tools in teaching mathematics by the four preservice mathematics teachers. He discussed the phases -entry, adoption, adaptation, appropriation, and invention -that his research participants moved through while they were participants to his study.…”

“…Many researchers (e.g., Chai, Wong & Teo 2011;Ertmer 2006;Leatham 2002Leatham & 2007Quinn 1998;Teo, Chai, Hung & Lee, 2008) highlighted challenges of technology integration in mathematics education. Quinn (1998) reported teachers' initial beliefs toward technology use in mathematics teaching as a tool to help students to discover concepts on their own with fun and greater motivation to learn.…”

“…This study showed how preservice mathematics teachers' embodied technological-pedagogical beliefs could be changed with well-planned and well-focused mathematics methods course. Leatham (2002Leatham ( , 2007 provided plenty of ideas about technology integration in preservice mathematics teacher education in general and mathematics methods course in particular. His analysis seemed very deep and very comprehensive in the sense that he captured essential themes and pertinent issues of technology integration in mathematics education.…”

Attitudinal and Cognitive Beliefs of Two Preservice Secondary Mathematics Teachers

“…Teachers" existing beliefs about technological tools may play a vital role in their effectiveness in the mathematics classroom (Chai, Wong & Teo, 2011;Chen, 2008;Leatham, 2002). Although some studies report inconsistencies in beliefs and teacher practices, teachers" practices do tend to reflect their beliefs (Ertmer et al, 2012).…”