Teachers’ perspectives on the use of technology to teach Functions at lower and upper secondary

Helena Rocha, Floriano Viseu

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This study aims to understand the perceptions of lower and upper secondary age teachers of mathematics regarding the use of technology to teach functions. For that, a mixed methodology was adopted, and the perceptions of 129 teachers were collected through a questionnaire (quantitative section) and four teachers through an interview (qualitative section). The main conclusions point to similarities in teachers' perceptions, but also to some differences related to the level that they taught. Teachers show conviction about their knowledge on technology and about the potential of technology in what concerns their teaching and the students’ learning. However, they are not so clear about the best way to articulate technology and paper-and-pencil methods, nor about the use of technology in assessment.
Original languageEnglish
Title of host publicationProceedings of the 5th ERME Topic Conference Mathematics Education in the Digital Age
Place of PublicationCopenhagen, Denmark
PublisherERME
Pages217-224
ISBN (Electronic)978-87-7078-798-7
Publication statusPublished - 2018
Event5th ERME Topic Conference Mathematics Education in the Digital Age - University of Copenhagen, Copenhagen, Denmark
Duration: 5 Sep 20187 Sep 2018

Conference

Conference5th ERME Topic Conference Mathematics Education in the Digital Age
CountryDenmark
CityCopenhagen
Period5/09/187/09/18

Keywords

  • Technology
  • Functions
  • Teachers’ perspectives
  • Teachers of lower and upper secondary

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  • Cite this

    Rocha, H., & Viseu, F. (2018). Teachers’ perspectives on the use of technology to teach Functions at lower and upper secondary. In Proceedings of the 5th ERME Topic Conference Mathematics Education in the Digital Age (pp. 217-224). Copenhagen, Denmark: ERME.