Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University
formerly Journal of Research on Computing in Education

JRCE, Volume 33, Number 1, Fall 2000

Stephen Norton, Campbell J. McRobbie, and Tom J. Cooper
Queensland University of Technology

Abstract

Despite the availability of hardware and software, the mathematics staff in a technology-rich secondary school rarely used computers in their teaching. This study investigates the reasons for this phenomenon. The results indicate that individual teachers’ resistance was related to their beliefs about mathematics teaching and learning and their existing pedagogies, including their perceptions about examinations, concerns about time constraints, and preferences for particular text resources. It was also found that teachers with transmission/absorption images of teaching and learning and teacher-centred, content-focused pedagogy had a restricted image of the potential of computers in mathematics teaching and learning. By contrast, one teacher with images of teaching consistent with social constructivist learning theory and a learner-focused pedagogy had a broader image of the potential of computers in mathematics teaching. Further, staff discourse was also found to be important in determining whether computers would be used by students to facilitate their conceptualisation of mathematics. These findings have implications for professional development related to the integrated use of computers in mathematics teaching.

Web Resources
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P. Ernest. (1996). The nature of mathematics and teaching [Online document]. Exeter, United Kingdom: Author. Available: www.ex.ac.uk/~PErnest/pome/pompart7.htm.

J. Neyland. (1996). Teachers’ knowledge: The starting point for a critical analysis of mathematics teaching [Online document]. Wellington, New Zealand: Author. Available: www.ex.ac.uk/~PErnes/pome/pompart4.html.(this link no longer available)

Contributors

Stephen Norton is a senior research assistant at the Centre of Mathematics and Science Education at Queensland University of Technology. His academic interests include the use of technology in secondary mathematics teaching and learning, particularly teachers’ beliefs and practices; changes in teachers’ pedagogy and beliefs as a result of teaching in technology-rich settings; and the effects of technology enrichment on student cognition, affect, and discourse.

Campbell J. McRobbie is director of the Centre of Mathematics and Science Education, the designate research centre at Queensland University of Technology. He is also editor of Research in Science Education.

Tom J. Cooper is head of the School of Mathematics, Science, and Technology Education at Queensland University of Technology.

Address: Dr. Stephen Norton, School of Mathematics, Science, and Technology Education, Kelvin Grove Campus, Queensland University of Technology, Red Hill 4059 Australia; sj.norton@qut.edu.au.

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