Abstract
This study explored the efficacy of web-based workshops in topics in elementary school mathematics in fostering teachers’ confidence and competence in using instructional technology, and thereby promoting more positive attitudes toward using computers and Internet resources in the mathematics classroom. It consisted of in-depth interviews of selected workshop participants in order to provide information on whether the goals of the workshops were realized, and if so, in what ways these goals were accomplished. The interviews showed that most of the students in the experimental group felt comfortable using web-based resources in teaching elementary school mathematics. It was also found through the interviews that all students agreed that the workshops helped them become more confident in using computers to teach mathematics. The findings of this study provide further compelling evidence to support the recommendations of many national reports, such as the NCTM Professional Standards for School Mathematics (2000), to substantially increase the role of instructional technology in the contemporary mathematics classroom.
Highlights
According to National Council of Teachers Mathematics, (2000), “technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning
The interviews results showed that all of the interviewees agreed that computers and web-based resources are very important and they helped their students to learn mathematics
Most of them agreed that computers provide a visual representation, the 3D shapes, which helped them to understand more of what was going on
Summary
According to National Council of Teachers Mathematics, (2000), “technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning. Teachers’ attitudes play an important role in using technology in teaching and learning mathematics” It is very important to improve teachers’ attitudes toward using computers in the classroom because it may enhance mathematics teaching and learning. Many preservice and in-service teachers are unfamiliar with the types of technology available for teachers. Many teachers lack the knowledge of how to properly C.Y. Lin
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