Attitudes of Prospective High School Mathematics Teachers towards Integrating Information Technologies into Their Future Teaching.

Autor/in	Hazzan, Orit
Titel	Attitudes of Prospective High School Mathematics Teachers towards Integrating Information Technologies into Their Future Teaching.
Quelle	(2000), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Uses in Education; Educational Technology; Foreign Countries; High Schools; Higher Education; Information Technology; Mathematics Instruction; Mathematics Teachers; Preservice Teacher Education; Secondary School Mathematics; Teacher Attitudes; Technology Integration + Suchen Sie Ihr Suchwort? Computernutzung; Unterrichtsmedien; Ausland; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstechnologie; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten
Abstract	This paper examines why the number of high school mathematics teachers who integrate computers into their math classes remains relatively low by analyzing the attitudes of prospective high school mathematics teachers. Data were gathered from written questionnaires and class discussions of four classes of prospective high school mathematics teachers in a course on integrating computers in the teaching of mathematics. Analysis of pro and con arguments about integrating computer activities in their future teaching of mathematics revealed a two-dimensional theoretical framework of cognitive, affective, and social factors according to the five categories that represent the class's components; i.e., the learners, the teacher, the learning material, the class atmosphere, and the learning environment. The paper briefly explains what each category means and presents pro and con arguments in each category as presented by the prospective teachers. (MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01