Abstract
The study documents reasons given by 35 secondary school and undergraduate pre-service mathematics teachers for attending a graphic calculator workshop at Bindura University of Science Education (BUSE) in January 2004. Participants’ motivations, needs and appropriateness of technologies to their instructional practice are documented. The importance of the workshops is examined with a view of making mathematics teachers develop knowledge and an awareness of the role played by technology in mathematics instruction. The discussion challenges mathematics teachers in Zimbabwe to review their belief systems in order to initiate the long awaited technology reform in secondary school mathematics curricula.
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