Investigation of Prospective Math Teachers' Perceptions about the Use of Technology in Mathematics Teaching

Autor/in	Özdemir, Emine
Titel	Investigation of Prospective Math Teachers' Perceptions about the Use of Technology in Mathematics Teaching
Quelle	In: Educational Research and Reviews, 13 (2018) 19, S.674-687 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Mathematics Teachers; Preservice Teachers; Educational Technology; Technology Uses in Education; Gender Differences; Instructional Program Divisions; Foreign Countries; Student Attitudes; Teaching Methods; Elementary School Teachers; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geschlechterkonflikt; Ausland; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Türkei
Abstract	This study aims to examine whether there are significant differences in the perception of prospective Mathematics teachers about the use of technology in teaching mathematics based on their gender and grade level. The study group is consisted of 271 prospective elementary mathematics teachers studying at Balikesir University and selected by means of a simple random sampling method. Data were gathered using the perception scale developed by Öksüz, Ak and Uça (2009). A qualified descriptive scan model that aims at revealing the existing state in the research as it should be was adopted. Based on grade level, there was a significant difference in the perception of the prospective Mathematics teachers in the use of technology in teaching mathematics. According to the gender variable, it was determined that the technological perceptions of the prospective teachers did not change. There was a significant difference in disadvantage dimension, while there was no difference in terms of gender in the sub-dimensions of necessity and advantage. Significant differences were also observed between the grade levels in terms of the determined headings. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01