|
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
Exploring
Secondary
Mathematics Teachers’ Reasons for Not Using
Computers
in Their Teaching: Five Case Studies
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
Note: These links were
valid when
this page was posted. However, the Web is very
volatile,
and ISTE has no control over outside Web sites.
Please let
us know if you find a broken link or if you have
an update
for a link.
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.
 Download
the full article (PDF, 97 KB, PDF Instructions)
Copyright © 2000, ISTE (International Society for Technology
in Education).
All rights reserved.
| beliefs, computer use,
mathematics, resistance to computers |
|
