TY - JOUR
T1 - A preservice mathematics teacher’s beliefs about teaching mathematics with technology
AU - Belbase, Shashidhar
N1 - Publisher Copyright:
© 2015, International Journal of Research in Education and Science. All rights reserved.
PY - 2015
Y1 - 2015
N2 - This paper analyzed a preservice mathematics teacher’s beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer’s Sketchpad, and statistical data with Excel Spreadsheet to generate data about the participant’s pedagogical-technological beliefs. An additional unstructured interview was conducted with the same participant after his practice teaching. The interview data were analyzed and interpreted in two layers-the first layer portrays the participant’s voice in his narratives and the second layer portrays researcher’s voice in terms of his interpretation of data and interconnection to literature. The analysis and interpretation generated seven major categories of beliefs-beliefs about teaching materials, teaching strategy, bridging activities, technological tools, mathematical concepts, and meanings, activities and transformation, and issues and challenges. Finally, the author discusses implications of the study.
AB - This paper analyzed a preservice mathematics teacher’s beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer’s Sketchpad, and statistical data with Excel Spreadsheet to generate data about the participant’s pedagogical-technological beliefs. An additional unstructured interview was conducted with the same participant after his practice teaching. The interview data were analyzed and interpreted in two layers-the first layer portrays the participant’s voice in his narratives and the second layer portrays researcher’s voice in terms of his interpretation of data and interconnection to literature. The analysis and interpretation generated seven major categories of beliefs-beliefs about teaching materials, teaching strategy, bridging activities, technological tools, mathematical concepts, and meanings, activities and transformation, and issues and challenges. Finally, the author discusses implications of the study.
KW - Radical constructivist grounded theory
KW - Teacher beliefs
KW - Technology integration
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U2 - 10.21890/ijres.36926
DO - 10.21890/ijres.36926
M3 - Article
AN - SCOPUS:85077330122
SN - 2148-9955
VL - 1
SP - 31
EP - 44
JO - International Journal of Research in Education and Science
JF - International Journal of Research in Education and Science
IS - 1
ER -