ERIC Number: EJ763063
Record Type: Journal
Publication Date: 2007-Mar
Pages: 15
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0036-6803
EISSN: N/A
Available Date: N/A
Crutch or Catalyst: Teachers' Beliefs and Practices Regarding Calculator Use in Mathematics Instruction
Brown, E. Todd; Karp, Karen; Petrosko, Joseph M.; Jones, Jane; Beswick, Gloria; Howe, Carrie; Zwagnig, Kathy
School Science and Mathematics, v107 n3 p102 Mar 2007
This study investigated K-12 teachers' beliefs and reported teaching practices regarding calculator use in their mathematics instruction. A survey was administered to more than 800 elementary, middle and high school teachers in a large metropolitan area to address the following questions: (a) what are the beliefs and practices of mathematics teachers regarding calculator use? and (b) how do these beliefs and practices differ among teachers in three grade bands? Factor analysis of 20 Likert scale items revealed four factors that accounted for 54% of the variance in the ratings. These factors were named Catalyst Beliefs, Teacher Knowledge, Crutch Beliefs, and Teacher Practices. Compared to elementary teachers, high school teachers were significantly higher in their perception of calculator use as a catalyst in mathematics instruction. However, the higher the grade level of the teacher, the higher the mean score on the perception that calculator use may be a way of getting answers without understanding mathematical processes. The mean scores for teachers in all three grade bands indicated agreement that students can learn mathematics through calculator use and using calculators in instruction will lead to better student understanding and make mathematics more interesting. The survey results shed light on teachers' self reported beliefs, knowledge, and practices in regard to consistency with elements of the National Council of Teachers of Mathematics Principles and Standards for School Mathematics (2000) technology principle and the NCTM use of technology position paper (2003). This study extended previous research on teachers' beliefs regarding calculator use in classrooms by examining and comparing the results of teacher surveys across three grade bands. (Contains 4 tables.)
Descriptors: Mathematics Teachers, Mathematics Instruction, Calculators, Teacher Attitudes, Teaching Methods, Teacher Surveys, Elementary School Teachers, Middle School Teachers, Secondary School Teachers
School Science and Mathematics Association. Texas A&M University, TAMU 4232, College Station, TX 77843. Tel: 979-862-8100; e-mail: ssmj@coe.tamu.edu; Web site: http://ssmj.tamu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A