Teachers' Conceptions of Mathematics and Intelligent Tutoring System Use

Autor/in	Glaze, Andrew R.
Titel	Teachers' Conceptions of Mathematics and Intelligent Tutoring System Use
Quelle	(2019), (172 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Utah State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-6759-3
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Teaching Methods; Intelligent Tutoring Systems; Web Sites; Likert Scales; Teacher Attitudes; Measures (Individuals); School Districts; Correlation; Cognitive Processes; Junior High School Teachers; Geometry; Computer Software; Mathematics Teachers; Graphing Calculators; Class Activities; Web Based Instruction; Technology Integration + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Intelligentes Tutorsystem; Web-Design; Likert-Skala; Lehrerverhalten; Messdaten; School district; Schulbezirk; Korrelation; Cognitive process; Kognitiver Prozess; Geometrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Grafischer Taschenrechner; Web Based Training
Abstract	The purpose of this mixed-methods study was to investigate the relationship between teachers' conceptions of mathematics and their use of intelligent tutoring systems for mathematics instruction. Intelligent tutoring systems are adaptive computer programs which administer mathematics instruction to students based on their cognitive state. A conception is a mixture of beliefs and knowledge. The participants in this study were 93 junior high school mathematics teachers from three school districts in the Midwest. Data were gathered using a two-part online survey. The first part of the survey contained questions about their use of intelligent tutoring systems, graphing calculators, Desmos and dynamic geometry software. The second part of the survey contained Likert questions from the teachers' version of the Conceptions of Mathematics Inventory. Desmos is a website providing interactive classroom activities and a user-friendly graphing calculator. Dynamic geometry software is a class of interactive geometry programs. The quantitative analysis revealed no statistically significant interactions between teachers' conception scores and intelligent tutoring system use, or between teachers' conception scores and how intelligent tutoring systems were used. There were statistically significant interactions between teachers' conception scores and their use of graphing calculators, Desmos, and dynamic geometry software. The qualitative analysis revealed that teachers used intelligent tutoring systems for differentiation. Teachers used graphing calculators, Desmos, and dynamic geometry software for visual, computational, and exploratory purposes. Teachers exclusively using intelligent tutoring systems to incorporate technology should also incorporate technology which promotes student exploration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01