Changes in Pre-Service Teachers' Algebraic Misconceptions by Using Computer-Assisted Instruction

Autor/inn/en	Lin, ByCheng-Yao; Ko, Yi-Yin; Kuo, Yu-Chun
Titel	Changes in Pre-Service Teachers' Algebraic Misconceptions by Using Computer-Assisted Instruction
Quelle	In: International Journal for Technology in Mathematics Education, 21 (2014) 3, S.89-101 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Preservice Teachers; Misconceptions; Mathematical Concepts; Algebra; Computer Assisted Instruction; Teaching Methods; Educational Technology; Computer Attitudes; Student Teacher Attitudes; Lecture Method; Beliefs; Comparative Analysis; Elementary School Teachers; Experimental Groups; Control Groups; Questionnaires; Pretests Posttests; Statistical Analysis; Scores; Coding + Suchen Sie Ihr Suchwort? Missverständnis; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Belief; Glaube; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Statistische Analyse; Codierung; Programmierung
Abstract	In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice teachers' misconceptions of algebra and their attitudes towards using computers in teaching mathematics between computer-assisted instruction and lecture instruction. The results of the study suggest that pre-service teachers in both instructions have similar algebraic misconceptions and attitudes about teaching mathematics with computers. Even though there was no significant difference in algebraic misconceptions and beliefs about integrating computers into teaching mathematics between the participants in computer-assisted instruction and lecture-based instruction, both instructions were effective to increase pre-service teachers' knowledge of parentheses usage, symbolism, and equality and attitudes of using computer in teaching mathematics in terms of confident and liking. It is recommended that more attention should be paid to teaching and learning algebra with computer-supported instruction in mathematics teacher education programs so that pre-service teachers gain experience in integrating technology into classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10