The Relationship Between Experience and Philosophical Orientation: A Comparison of Preservice and Practicing Teachers’ Beliefs About Calculators
M. Jayne Fleener, University of Oklahoma, United States
JCMST Volume 14, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study examines the relationship between experience and philosophical orientation by identifying preservice and practicing teachers' contextual frameworks related to calculator use as expressed through Habermasian interest categories. Findings indicate philosophical orientation pertaining to calculator use is a function of both experience and attitudes expressed through Habermasian interests. Existence of a developmental continuum involving experience and philosophical orientation implies that change efforts must address both experience with and philosophical orientation towards calculator use in the classroom.
Fleener, M.J. (1995). The Relationship Between Experience and Philosophical Orientation: A Comparison of Preservice and Practicing Teachers’ Beliefs About Calculators. Journal of Computers in Mathematics and Science Teaching, 14(3), 14. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2023 from https://www.learntechlib.org/primary/p/15209/.
© 1995 Association for the Advancement of Computing in Education (AACE)
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The Views of Preservice Teachers About the Strengths and Limitations of the Use of Graphing Calculators in Mathematics Instruction
S. Asli Ozgun-Koca, Wayne State University, United States
Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 203–227
Integrating Graphing Calculators and Probeware Into Science Methods Courses: Impact on Preservice Elementary Teachers’ Confidence and Perspectives on Technology for Learning and Teaching
Irina Lyublinskaya, College of Staten Island, United States; George Zhou, University of Windsor, Canada
Journal of Computers in Mathematics and Science Teaching Vol. 27, No. 2 (April 2008) pp. 163–182
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