Changing Pre-Service Mathematics Teachers' Beliefs about Using Computers for Teaching and Learning Mathematics: The Effect of Three Different Models

Autor/in	Karatas, Ilhan
Titel	Changing Pre-Service Mathematics Teachers' Beliefs about Using Computers for Teaching and Learning Mathematics: The Effect of Three Different Models
Quelle	In: European Journal of Teacher Education, 37 (2014) 3, S.390-405 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2013.870993
Schlagwörter	Foreign Countries; Mathematics Instruction; Preservice Teachers; Computer Uses in Education; Student Attitudes; Models; Mathematics Teachers; Technology Integration; Attitude Change; Teacher Education; Teacher Education Programs; Computer Software; Educational Technology; Student Surveys; Questionnaires; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Computernutzung; Schülerverhalten; Analogiemodell; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Lehrerausbildung; Lehrerbildung; Unterrichtsmedien; Schülerbefragung; Fragebogen; Statistische Analyse; Türkei
Abstract	This study examines the effect of three different computer integration models on pre-service mathematics teachers' beliefs about using computers in mathematics education. Participants included 104 pre-service mathematics teachers (36 second-year students in the Computer Oriented Model group, 35 fourth-year students in the Integrated Model (IM) group and 33 fifth-year students in the Exploring Mathematical Relationships with Mathematical Software (EMReMaS) group. The results indicated a remarkable change in beliefs within the EMReMaS and IM groups concerning computer use in teaching and learning mathematics. The present study offers empirical evidence that the pre-service mathematics teachers' experiences in computer-based mathematics courses played a significant role in this change. Teacher education programmes should consider this learning method for pre-service teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10