ACEC2010: DIGITAL DIVERSITY CONFERENCE 6-9 APRIL 2010, MELBOURNE, AUSTRALIA

ICT Use to Improve Mathematics Learning in Secondary Schools

Rebecca Hudson

School of Mathematics and Applied Statistics University of Wollongong

Mathematics and ICT???

Higher Order Thinking Skills

The problem….?

Integrating technology in

mathematics

does not appear to be happening!

How to address the problem?

Examine the:  beliefs;  attitudes;  barriers; and  knowledge (PD experience and needs) of mathematics teachers towards using computer.

Initial model for predicting computer use

Background

International studies show that secondary mathematics teachers are still not effectively integrating computer technology in their classroom.

Related Literature

 Teacher’s beliefs -mathematical tasks and pedagogical practices (Schoenfeld,1987)  Barrier to technology use:   lack of professional development; and lack of access to computers (D’Sousa, Sabita and Woods, 2003; Palmer, 2002).

Methodology/Research Design

 Approach mixed model (Teddlie and Tashkkori, 2002)  Design Questionnaire Survey  Sampling (NSWDET) 26 high schools, 114 teachers

Data Analysis

Statistical model – ‘logistic regression analysis’

P

(

Use

)  1

e

5 .

044  1 .

480

Excel



e

5 .

044   1 .

480

Excel

2  .

415

Support

2 .

415 

Support

1 .

038

LessonPlan

 1 .

038 

LessonPlan

0 .

984

Internet

 0 .

984

Internet

Statistical model predicting computer use

Results

The results of the study show that:  training on EXCEL ; and  the need for ongoing support for the inclusion of technology in mathematics teaching are positively associated with computer use.

Lack of lesson plans

A teacher who wants training in EXCEL :  need [SIC] ongoing support for the inclusion of computer [SIC] in Mathematics teaching, preferred to be trained in the use of the Internet and  welcome [SIC] lesson preparation with technology integration is more likely to adopt computer use in mathematics teaching and learning

BELIEFS

Beliefs

No effect COMPUTER USE

Conclusion

These results indicate that:  computer policies(CP) and PD programs integrating the use of ICT in mathematics not effective  a need for more structured and PD programs for mathematics teachers

Recommendations

Therefore, it is highly recommended that: a leadership role of school executives is needed to encourage teachers to use ICT in the mathematics classrooms.

Q uestions & A nswers

Thank you for your participation!

Rebecca Hudson School of Mathematics & Applied Statistics University of Wollongong [email protected]