Computers and School Mathematics Reform: Implications for Mathematics Teacher Education
Article
Azita Manoucherhri, Maryville UniversitySt. Louis, United States
JCMST Volume 18, Number 1, ISSN 07319258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Current mathematics reform has encouraged the use of computers in learning and teaching mathematics. Recent research also provides strong evidence of the usefulness of computers in mathematics learning. National surveys, however, indicate that computers are not being used by teachers in mathematics classrooms. A survey study was conducted to investigate the extent in which computers were being used by middle and high school mathematics teachers in the state of Missouri. Moreover, it was intended to develop an understanding of the basis for teachers' decisions regarding the use of computers, or lack of, in instruction. The data indicated that the teachers did not use computers for purposes other than drill and practice. This was due to lack of adequate knowledge about when and how computers could be used in mathematics instruction, and lack of sufficient training. Mathematics teacher educators, then, need to help increase teachers' knowledge about the usefulness of computers by engaging them in extensive experiences with computers and a variety of educational software. Teachers also need to be assisted in building curricular models that integrate the use of computers.
Citation
Manoucherhri, A. (1999). Computers and School Mathematics Reform: Implications for Mathematics Teacher Education. Journal of Computers in Mathematics and Science Teaching, 18(1), 3148. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from https://www.learntechlib.org/primary/p/8893/.
© 1999 Association for the Advancement of Computing in Education (AACE)
Keywords
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