Eric.ed.gov – Will “The Way They Teach” Be “The Way They Have Learned”? Pre-Service Teachers’ Beliefs Concerning Computer Embedding in Math Teaching

Embedding computers in math teaching is not a totally new issue, but the dilemmas related to it multiply more rapidly than the answers are being supplied. This study asks: What is the most appropriate way to prepare instrumentally and mentally the future math teachers to the reality demanding permanent competent adjustment to rapidly developing computerized environment in math teaching? In order to try to refer to this question at least partially, the authors designed a research project in which they studied the performances of several groups of students, studying several courses at different levels of mathematical knowledge and embedding a variety of computerized tools. Moreover, they induced all of the students to experience at least two-three different computerized tools in different courses during three years of their main education program. The embedding of computerized tools occurred in courses in mathematical subject matter courses and in courses in didactics and pedagogy of math teaching. In addition to these, the students took advanced courses in embedding computers in math teaching. Research questions in this study included: How effective are computer-equipped courses in providing the future math teachers with skills and professional qualifications in appropriate computer usage at least for the beginning of their professional career? How students assess their mastering skills in computerized tools developed as a result of theses courses? To what extent has their attitude towards computer embedding changed during their years in the college? and To what extent do they expect themselves to use computers in their future teaching practice? [For complete proceedings, see ED489632.]