Learner Perceptions of the Introduction of Computer-Assisted Learning in Mathematics at a Peri-Urban School in South Africa

Autor/inn/en	Hartley, M. Shaheed; Treagust, David F.
Titel	Learner Perceptions of the Introduction of Computer-Assisted Learning in Mathematics at a Peri-Urban School in South Africa
Quelle	In: Learning Environments Research, 17 (2014) 1, S.95-111 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-014-9157-y
Schlagwörter	Foreign Countries; Mathematics Instruction; Grade 12; Secondary School Students; Secondary School Mathematics; Computer Assisted Instruction; Observation; Technology Integration; Teaching Methods; Student Attitudes; Interviews; Questionnaires; Learner Engagement; Mathematics Skills; Problem Solving; Self Evaluation (Individuals); South Africa + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Computer based training; Computerunterstützter Unterricht; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Interviewing; Interviewtechnik; Fragebogen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study responded to a national call to improve the outcomes in mathematics in the Grade 12 matriculation examination in South Africa by reporting learners' perceptions of the introduction of computer-assisted learning in their mathematics classrooms. Three Grade 12 mathematics classes in a peri-urban school in South Africa were visited over a period of 4 months to observe the inclusion of a computer centre as part of the teaching of mathematics. Learner perceptions were obtained from (1) individual and group interviews and (2) an actual and preferred version of a learning environment instrument called the Computer-Assisted Learning Environment Questionnaire, which was developed for the South African context. Learners indicated that they considered application of computers as a positive step as it (1) increased their involvement in the mathematics classroom, (2) gave them more exercises in problem solving in mathematics, and (3) provided them with the opportunity to assess their own learning. However, a strong recommendation from this response is for more computers to be made available in order to allow learners to work individually and thereby be able to spend more time using the computers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10