Instructors' use of technology in post-secondary undergraduate mathematics teaching: a local study

In this study, instructors of undergraduate mathematics from post-secondary institutions in Newfoundland were surveyed (N = 13) and interviewed (N = 8) about their use of, experiences with, and views on, technologically assisted teaching. It was found that the majority of them regularly use technolo...

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Veröffentlicht in:International journal of mathematical education in science and technology Jg. 47; H. 2; S. 216 - 232
Hauptverfasser: Jesso, A.T., Kondratieva, M.F.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London Taylor & Francis 17.02.2016
Taylor & Francis, Ltd
Taylor & Francis Ltd
Schlagworte:
Addition & subtraction
Algebra
College Faculty
College Mathematics
Computer Software
Creative Activities
Educational Technology
Faculty Development
Foreign Countries
instructors' beliefs
instructors' knowledge
integration of technology in teaching
Mathematics
Mathematics Education
Mathematics Instruction
Mixed Methods Research
Newfoundland
post-secondary teaching practices
Professional development
Questionnaires
Semi Structured Interviews
Teacher Competencies
Teacher Surveys
Teaching
Teaching Methods
Technology Integration
Technology Uses in Education
Undergraduate Study
Canada
ISSN:0020-739X, 1464-5211
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Zusammenfassung:In this study, instructors of undergraduate mathematics from post-secondary institutions in Newfoundland were surveyed (N = 13) and interviewed (N = 8) about their use of, experiences with, and views on, technologically assisted teaching. It was found that the majority of them regularly use technologies for organizational and communication purposes. However, the use of math-specific technology such as computer algebra systems, or dynamic geometry software for instructional, exploratory, and creative activities with students takes place mostly on an individual basis, only occasionally, and is very much topic specific. This was even the case for those instructors who use technology proficiently in their research. The data also suggested that familiarity with and discussions of examples of technology implementation in teaching at regular and field-oriented professional development seminars within mathematics departments could potentially increase the use of math-specific technology by instructors.
Bibliographie:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0020-739X
1464-5211
DOI:10.1080/0020739X.2015.1066896