scholarly journals Understanding Middle and High School Mathematics Teachers’ Attitudes Towards and Use of Technology

2020 ◽  
Author(s):  
Julia Eden Hill
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Learning Processes ◽  
School Mathematics ◽  
High School Mathematics ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Attitudes Towards Technology ◽  
Teachers Attitudes

While many educators are consistently searching for ways to use technology for teaching and learning as new technologies emerge and older technologies are improved, not all are enthusiastic about the changes (Dobo, 2016). There is a positive correlation between teachers' beliefs about the effectiveness of technology and its use in the classroom (Petko, 2012). Teachers who have positive beliefs about technology tend to use it more in their classrooms. This mixed-method study seeks to answer the question of how do secondary mathematics teachers' use of technology in the classroom reflects their attitudes towards technology and its use. The first sub-question of what are the attitudes of secondary school mathematics teachers towards technology in the classroom as measured by the Teachers' Attitudes Toward Computers (TAC) Questionnaire is addressed in the quantitative phase through the questionnaire responses of twenty-eight middle and high school mathematics teachers in a small, rural public school system in the Mid-Atlantic region of the United States (Christensen & Knezek, 2009). The second sub-question of how is the technology used in secondary school mathematics classrooms when viewed through the lens of the RAT framework is addressed in the qualitative phase through interviews with eight of the participants from the quantitative phase (Hughes, 2006). The twenty-eight participants' overall attitudes towards technology were positive with the lowest in interaction and absorption and the highest in accommodation and significance. The majority of the uses of technology for the interview participants were coded as instructional methods and amplification, which reflects the participants' positive attitudes towards technology, particularly in accommodation, significance, utility, interest, and perception while the lower percentage of uses coded as student learning processes and transformation could reflect their less positive attitudes with regard to comfort, concern, absorption, and interaction. As teachers' attitudes towards technology improve, the use of technology for student learning processes at the transformational level may also increase.

Notes and News

1920 ◽  
Vol 13 (1) ◽  
pp. 39-44
Keyword(s):  
High School ◽  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
National Council ◽  
High School Mathematics ◽  
Secondary School Mathematics ◽  
Local Organizations ◽  
Central Organization

A realization of the need of a central organization to foster the interests of high school mathematics and to secure a greater degree of co-operation between individual teachers and between local associations of teachers interested in secondary school mathematics impelled a group of mathematics teachers to assemble at Cleveland last February at the time of the meeting of the Department of Superintendence of the N. E. A. There were present at this meeting 127 teachers of mathematics representing twenty states and as many local organizations. At that time The National Council of Teachers of Mathematics was formed. A constitution was adopted and the following officers elected

Points And Viewpoints: Is your college giving proper training for teachers of secondary school mathematics?

1962 ◽  
Vol 55 (6) ◽  
pp. 493-495
Author(s):  
William A. Gager
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
School Mathematics ◽  
High School Mathematics ◽  
Arts And Sciences ◽  
University Mathematics ◽  
The Past ◽  
Proper Training ◽  
The Subject

In most colleges and universitie, the department of mat hematics in the college of arts and sciences teaches the subject matter pertinent for the training of high school mathematics teachers. During the past few years, it has been most encouraging to observe the modernization of subject matter made by alert chairmen of many of our university mathematics departments.

scholarly journals Attitudes and Technology Integration among ESL Secondary School Teachers in Sabah

2020 ◽  
Vol 5 (12) ◽  
pp. 280-287
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Suwanto
Keyword(s):  
Technology Integration ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Cluster Sampling ◽  
School Teachers ◽  
Esl Teachers ◽  
Use Of Technology ◽  
Attitudes Towards Technology ◽  
Teachers Attitudes

Technology integration in teaching and learning activities has become one of the debatable issues among educators in recent years, especially since many countries have invested a large portion of their yearly budgets on technologies in education. As one of the developing countries, Malaysia has also spent millions and planned many programs and strategies to increase the technology integration level of teachers in schools. Despite that, the level of technology integration among teachers in Malaysia still needs a lot of improvement, especially in teachers' attitudes. This study examined English as a Second Language (ESL) teachers’ attitudes towards the use of technology in the teaching of English at secondary schools in Sabah. This is crucial to assist in planning for any future programs or trainings by the relevant authorities. The study applied quantitative method and used cluster sampling to choose participants which comprised 100 of ESL secondary school teachers in Sabah Findings of the study disclosed that ESL secondary school teachers in Sabah have positive beliefs and attitudes towards technology integration.

scholarly journals Technology in the Teaching of Mathematics: An Analysis of Teachers’ Attitudes during the COVID-19 Pandemic

2020 ◽  
Vol 3 (2) ◽  
pp. 92-102
Author(s):  
Eliseo Perante Marpa
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Attitude Scale ◽  
Department Of Education ◽  
Teaching With Technology ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Study Results ◽  
Teachers Attitudes

One of the most significant events of the 21st century is the birth of modern technologies, specifically the development of electronic digital computers. Much more with the emergence of the new normal education, this technology's impact on science and business is very rampant. It is already affecting the educational enterprise in significant ways. Thus, the researcher conducted a study on teachers’ attitudes toward using technology in mathematics teaching the COVID-19 pandemic. The researcher used the descriptive methodology utilizing the adopted Mathematics and Technology Attitude Scale administered to the randomly selected participants to address this problem. The study results show that the attitudes of the mathematics teachers toward using technology in terms of behavioral engagement and confidence with technology are positive while strongly positive in terms of affective engagement. Results also indicate that male and female teachers differ significantly in their attitudes toward using technology in mathematics teaching. Males exhibit better attitudes than females. Along this line, it can be deduced that the use of technology in mathematics teaching bears relevance and significance to the mathematics teachers because they develop positive attitudes toward it. The study suggests that the Department of Education should undertake programs to enhance mathematics teachers' competencies and attitudes in using technology, considering the new modality of learning. Likewise, it is suggested that mathematics teachers should develop and strengthen a positive attitude towards learning and teaching with technology.

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

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