388
Views
35
CrossRef citations to date
0
Altmetric
Original Articles

Exploring Secondary Mathematics Teachers’ Reasons for Not Using Computers in Their Teaching

Five Case Studies

, &
Pages 87-109 | Published online: 24 Feb 2014

References

  • Alexander, P. A. (1996). The past, present, and future of knowledge research: A reexamination of the role of the role of knowledge in learning and instruction. Educational Psychologist, 31(2), 89–32.
  • Atweh, B., & Cooper, T. (1995). The construction of gender, social class and mathematics in the classroom. Educational Studies in Mathematics, 28, 293–310.
  • Australian Association of Mathematics Teachers. (1996). Statement on the use of calculators and computers for mathematics in Australian schools. Adelaide, South Australia: Author.
  • Barnes, M. (1993). Investigating change: An introduction to calculus for Australian schools. Carlton, Victoria: Curriculum Corporation.
  • Barnes, M., Clarke, D., & Stephens, M. (1996). The impact of external assessment on teaching practice: Constraints on change in the classroom. In P. C. Clarkson (Ed.), Technology in Mathematics Education (pp. 64–71). Melbourne, Victoria: The University of Melbourne and Mathematics Education Research Group of Australasia.
  • Becker, H. (1994). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools. Journal of Research on Computing in Education, 26(3), 429–32.
  • Board of Senior Secondary School Studies. (1992). Senior syllabus in Mathematics B. Brisbane, Queensland: Author.
  • Casey, P. J. (1995). Presenting teachers with a model for technological innovation. In D. A. Wills (Ed.), Technology and teacher education annual (pp. 855–858). Charlottesville, VA: Association for the Advancement of Computing in Education.
  • Clayton, D., Farrands, P. & Kennedy, M. (1996). Capgraph [Computer software]. Rockhampton: Queensland University Press.
  • Cobb, P., Wood, T, Yackel, E., & McNeal, B. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 23(1), 2–33.
  • Crawford, K. (1996). Vygotskian approaches in human development in the information era. Educational Studies in Mathematics, 31(1), 63–93.
  • Cuban, L. (1984). How teachers taught: Constancy and change in American classrooms, 1890–1980. New York: Longman.
  • Denzin, N., & Lincoln, Y. (1994). Part V: The art of interpretation, evaluation, and presentation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 479–483). Thousand Oaks, CA: Sage Publications.
  • Ernest, P. (1989). What’s the use of Logo? In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 33–44). London: The Falmer Press.
  • Ernest, P. (1996). The nature of mathematics and teaching [Online document]. Exeter, United Kingdom: Author. Available: www.ex.ac.uk/~PErnest/pome/pompart7.htm.
  • Excel [Computer software]. (1985-1999). Redmond, WA: Microsoft.
  • Galbraith, P. L., & Chant, D. (1990). Factors shaping community attitudes to school mathematics: Implications for future curriculum change. Educational Studies in Mathematics, 21(4), 299–318.
  • Gentile, K., Clements, D., & Battista, M. (1994). Effects of computer environments on students’ conceptualization of geometric motions. Journal of Educational Computing Research, 11(2), 121–140.
  • Gregg, J. (1995). The tensions and contradictions of the school mathematics tradition. Journal for Research in Mathematics Education, 26(5), 442–32.
  • Guba, E., & Lincoln, Y. (1989). Fourth generation evaluation. London: Sage Publications.
  • Hatfield, M., & Bitter, G. (1994). A multimedia approach to professional de-velopment of teachers: A virtual classroom. In D. B. Aichele & A. F. Coxford (Eds.), Professional development for teachers of mathematics (pp. 102–115). Reston, VA: National Council of Teachers of Mathematics.
  • Hyde, A., Ormiston, M., & Hyde, P. (1994). Building professional development into the culture of schools. In D. B. Aichele & A. F. Coxford (Eds.), Professional development for teachers of mathematics (pp. 49–54). Reston, VA: National Council of Teachers of Mathematics.
  • Jacobs Henry, J., & Clements, D. H. (1999). Challenges for teachers attempting to integrate a mathematics innovation. Journal of Research on Computing in Education, 31(3), 240–32.
  • Jaworski, B. (1989). The “enterprising mathematics” project. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 167–175). London: The Falmer Press.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.
  • Kaput, J., & Roschelle, J. (1997). Deepening the impact of technology beyond assistance with traditional formalisms in order to democratize access to ideas underlying calculus. In E. Pehkonen (Ed.), Proceedings of the 21st Conference. International Group for the Psychology of Mathematics Education (pp. 105–112). Helsinki, Finland: University of Helsinki.
  • Kuhs, T., & Ball, D. (1986). Approaches to teaching mathematics: Mapping the domains of knowledge, skills, and dispositions. East Lansing. Michigan Stats University, Center of Teacher Education.
  • Lowe, I., Willis. S., Kissane, B., & Grace, N. (1994). Access to algebra. Carlton, Victoria: Curriculum Corporation.
  • Marcinkiewicz, H. R. (1994). Computers and teachers: Factors influencing computer use in the classroom. Journal of Research on Computing in Education, 26(2), 220–32.
  • Neyknd, J. (1996). Teachers knowledge: The starting point for a critical analysis of mathematics teaching [Online document]. Wellington, New Zealand: Author. Available: www.ex.ac.uk/~PErnes/pome/pompart4.html.
  • Niederhauser, D. S., & Stoddart, T. (1994, February). Teachers’ perspective on computer-assisted instruction: Transmission versus construction of knowledge. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Noddings, N. (1992). Professionalization and mathematics teachings. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 197–208). New York: National Council of Teachers of Mathematics.
  • Norton, S. J. (1999). Exploring secondary mathematics teachers’ reasons for avoiding the use of computers in their teaching. Unpublished doctoral dissertation, Queensland University of Technology, Red Hill.
  • Riel, M. (1994). Educational change in a technology-rich environment. Journal of Research on Computing in Education, 26(4), 452–473.
  • Rosen, L. D., & Weil, M. M. (1995). Computer availability, computer experience and technophobia among public school teachers. Computers in Human Behavior, 11(1), 9–31.
  • Sarama, J., Clements, D. H., & Jacobs Henry, J. (1998). Network of influences in an implementation of a mathematics curriculum innovation. International Journal of Computers for Mathematical Learning, 3, 113–148.
  • Skemp, R. (1978). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20–26.
  • State of Queensland Department of Education. (1995). Guidelines for the use of computers in learning. Brisbane, Queensland: Author.
  • Stenhouse, L. (1990). Case study methods. In H. J. Walberg & G. D. Haertel (Ed.), The international encyclopedia of educational evaluation (pp. 644–649). Oxford: Pergamon Press.
  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York: National Council of Teachers of Mathematics.
  • Thompson, A., Phillip, R., Thompson, P., & Boyd, B. (1994). Calculational and conceptual orientations in teaching mathematics. In D. Aichele & A. Coxford (Eds.), Professional development for teachers of mathematics (pp. 79–92). Reston, VA: National Council of Teachers of Mathematics.
  • Vaughan, B. A. (1997). Maths helper [Computer software]. Goodna, Queensland: Teachers’ Choice Software.
  • Word [Computer software]. (1983-1999). Redmond, WA: Microsoft.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.