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The relationships among components of elementary teachers' mathematics education knowledge and their uses of technology in the mathematics classroom
DISSERTATION

, University of Georgia, United States

University of Georgia . Awarded

Abstract

Two elementary teachers were studied to investigate the relationships among the different components of elementary teachers' mathematics education knowledge and their technology use. The teachers' mathematics education knowledge was described in terms of a four component model developed from Simon (1995): (1) philosophies and beliefs about mathematics, teaching, and the use of technology in the mathematics classroom, (2) knowledge of mathematics, (3) knowledge of activities, materials, and representations, and (4) hypotheses of students' knowledge. This study of relationships was an effort to increase mathematics educators awareness as to how mathematics education knowledge components relate to elementary teachers' use of technology in the mathematics classroom and to create ways of describing elementary teachers' beliefs about the use of technology and ways of describing actual technology use.

Data were collected over a period totaling six months and included surveys, interviews, and observations. Data were analyzed using the constant comparison method described by Glaser and Strauss (1967).

Two knowledge components that appeared to have the greatest affect on technology use were philosophies and beliefs about mathematics, teaching, and the use of technology, and hypotheses of students' knowledge. Other factors (that arose out of the comparison of the cases) that seemed to be related to technology use were knowledge of activities, materials, and representations; perceived confidence and success in mathematics; the role of authority; school culture; and experiences as learners. Knowledge of mathematics did not appear to have a direct relationship to technology use. It seemed to influence both teachers' knowledge of activities, materials and representations as well as their hypotheses of students' knowledge, thus impacting technology use indirectly.

Three categories concerning elementary teachers' beliefs about the use of technology in the mathematics classroom and elementary teachers' actual use of technology emerged from this study. These categories are Post-Mastery, Pre-Mastery, and Exploratory.

Citation

Brill, M.B.H. The relationships among components of elementary teachers' mathematics education knowledge and their uses of technology in the mathematics classroom. Ph.D. thesis, University of Georgia. Retrieved June 27, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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