Mathematics Preservice Teachers’ Beliefs and Conceptions of Appropriate Technology Use
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Volume 16, Issue 3, July 2008
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA
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Many preservice teachers report having had little exposure on the use of technology in the teaching and learning of mathematics. Without guidance on the appropriate use of technology, prospective teachers are left to form their own beliefs about what is appropriate technology use. This study assessed preservice teacher beliefs and conceptions of appropriate use of technology in mathematics teaching and learning. Findings indicate that preservice teachers generally did not share the vision of appropriate use of technology in Mathematics (as provided in the National Council of Teachers of Mathematics [NCTM] Standards) to support and facilitate conceptual development, exploration, reasoning and problem solving. Preservice teachers' beliefs and conceptions of appropriate technology use were limited to the use of technology as computational tools and for checking accuracy of these computations. Evidence from this study suggests a lack of understanding of technology as powerful tools to help students gain knowledge, skills, and appreciation of mathematics.
Wachira, P., Keengwe, J. & Onchwari, G. (2008). Mathematics Preservice Teachers’ Beliefs and Conceptions of Appropriate Technology Use. AACE Journal, 16(3), 293-306. Chesapeake, VA: AACE. Retrieved December 18, 2013 from http://www.editlib.org/p/26142.
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