Using computers in the mathematics classroom: The role of the teacher

Abstract

This paper examines the issues involved in assisting teachers in their implementation of computers in the mathematics classroom. It documents them in the light of a year-long New Zealand study involving teachers using computers in their mathematics teaching. Our results suggest that putting a computer in the mathematics classroom is unlikely to result in changes in learning or teaching unless the personal philosophy of classroom practice held by each teacher undergoes a major transformation. Further, the teachers’ transition to a positive view of computer use needs to develop from their experiences and this requires time. The paper describes some of the factors influencing this change, including different classroom management styles and a new view of the role of the computer, and explains these as the product of a change of mindset on the part of the teachers.