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Novice mathematics teachers’ use of technology to enhance student engagement, questioning, generalization, and conceptual understanding
ARTICLE

, Indiana University Southeast, United States ; , University of Virginia, United States

Journal of Technology and Teacher Education Volume 23, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The purpose of this study was to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The participants in the study were graduates of a technology-rich mathematics teacher educator program. The teachers were interviewed at the beginning and end of the study concerning their motives for using technology in teaching mathematics. Each teacher was observed during ten classroom periods over a five-month interval. Following each observation, a debriefing interview was performed by the author and electronic artifacts used in the classroom instruction were collected. The findings indicated that the teachers used representations in their planning and instruction to help promote student engagement to facilitate their learning of mathematics. These findings have implications for technology integration in teacher preparation programs.

Citation

Fraser, V. & Garofalo, J. (2015). Novice mathematics teachers’ use of technology to enhance student engagement, questioning, generalization, and conceptual understanding. Journal of Technology and Teacher Education, 23(1), 29-51. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 17, 2018 from .

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References

  1. Clausen, J.M. (2007). Beginning teachers’ technology use: First-year teacher development and the institutional context’s effect on new teachers’ instructional technology use with students. Journal of Research on Technology in Education, 39(3), 245-261.
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These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. Interactive Whiteboards Research and the Mathematics Classroom: A LearnTechLib Review

    Gregory Chamblee, Georgia Southern University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2484–2489

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.