Abstract
For many years, education researchers excited by the potential for digital technologies to transform mathematics teaching and learning have predicted that these technologies would become rapidly integrated into every level of education. However, recent international research shows that technology still plays a marginal role in mathematics classrooms. These trends deserve investigation in the Australian context, where over the past 10 years secondary school mathematics curricula have been revised to allow or require use of digital technologies in learning and assessment tasks. This paper reports on a survey of mathematics teachers’ use of computers, graphics calculators, and the Internet in Queensland secondary schools, and examines relationships between use and teachers’ pedagogical knowledge and beliefs, access to technology, and professional development opportunities. Although access to all forms of technology was a significant factor related to use, teacher beliefs and participation in professional development were also influential. Teachers wanted professional development that modelled planning and pedagogy so they could meaningfully integrate technology into their lessons in ways that help students learn mathematical concepts. The findings have implications not only for resourcing of schools, but also for designing professional development that engages teachers with technology in their local professional contexts.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Arnold, S. (2004). Mathematics education for the third millennium: Visions of a future for handheld classroom technology. In I. Putt, R. Faragher, & M. McLean (Eds.),Mathematics education for the third millennium: Towards 2010 (Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia, pp. 16–28). Sydney: MERGA.
Australian Association of Mathematics Teachers (1996). Statement on the use of calculators and computers for mathematics in Australian schools. Retrieved 14 September 2007 fromhttp://www.aamt.edu.au/documentation/statements
Australian Education Council (1990).A national statement on mathematics for Australian schools. Melbourne: Curriculum Council.
Churchhouse, R. F., Cornu, B., Howson, A. G., Kahane, J. P., van Lint, J. H., Pluvinage, F. (Eds.) (1986).The influence of computers and informatics on mathematics and its teaching. ICMI Study Series (Vol. 1). Cambridge, UK: Cambridge University Press.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining the apparent paradox.American Educational Research Journal, 38(4), 813–834.
Fine, A. E., & Fleener, M. J. (1994). Calculators as instructional tools: Perceptions of three preservice teachers.Journal of Computers in Mathematics and Science Teaching, 13(1), 83–100.
Forgasz, H. (2002). Teachers and computers for secondary mathematics.Education and Information Technology, 7(2), 111–125.
Forgasz, H., & Prince, N. (2001). Computers for secondary mathematics: Who uses them and how?Proceedings of the 2001 annual conference of the Australian Association for Research in Education, Fremantle, WA. Retrieved 10 June 2003 fromhttp://www.aare.edu.au/01pap/for01109.htm.
Forster, P., Flynn, P., Frid, S., & Sparrow, L. (2004). Calculators and computer algebra systems. In B. Perry, G. Anthony, & C. Diezmann (Eds.),Research in mathematics education in Australasia 2000-2003 (pp. 313–336). Flaxton, Qld: Post Pressed.
Galbraith, P., & Goos, M. (2003). From description to analysis in technology aided teaching and learning: A contribution from zone theory. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.),Mathematics education research: Innovation, networking, opportunity (Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia, pp. 364–371). Sydney: MERGA.
Goos, M. (2005a). A sociocultural analysis of the development of pre-service and beginning teachers’ pedagogical identities as users of technology.Journal of Mathematics Teacher Education, 8(1), 35–59.
Goos, M. (2005b) A sociocultural analysis of learning to teach. In H. Chick & J. Vincent (Eds.),Proceedings of the 29th conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 49–56). Melbourne: PME.
Goos, M. & Bennison, A. (2007). Technology-enriched teaching of secondary school mathematics: Factors influencing innovative practice. In J. Watson & K. Beswick (Eds.),Mathematics: Essential research, essential practice (Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, pp. 315–324). Adelaide: MERGA.
Goos, M., & Cretchley P. (2004). Teaching and learning mathematics with computers, the internet, and multimedia. In B. Perry, G. Anthony, & C. Diezmann (Eds.),Research in mathematics education in Australasia 2000–2003 (pp. 151–174). Flaxton, QLD: Post Pressed.
Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003) Perspectives on technology mediated learning in secondary school mathematics classrooms.Journal of Mathematical Behavior, 22, 73–89.
Kaplowitz, M.D., Hadlock, T.D., & Levine, R. (2004). A comparison of web and mail survey response rates.Public Opinion Quarterly, 68(1), 94–101.
Hennessy, S., Fung, P., & Scanlon, E. (2001). The role of the graphic calculator in mediating graphing activity.International Journal of Mathematical Education in Science and Technology, 32(2), 267–290.
Hoyles, C., Lagrange, J., Son, L. H., & Sinclair, N. (2006, December).Digital technologies and mathematics teaching and learning: Rethinking the terrain (Proceedings of the 17th ICMI Study Conference, Hanoi).
Kaput, J. J. (1992). Technology and mathematics education. In D. A. Grouws (Ed.),Handbook of research on mathematics teaching and learning, New York: MacMillan.
Loong, E. (2003). Australian secondary school teachers’ use of the Internet for mathematics. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.)Mathematics education research: Innovation, networking, opportunity (Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia, pp. 484–491). Sydney: MERGA.
Manoucherhri, A. (1999). Computers and school mathematics reform: Implications for mathematics teacher education.Journal of Computers in Mathematics and Science Teaching, 18(1), 31–48.
Penglase, M. & Arnold, S. (1996). The graphics calculator in mathematics education: A critical review of recent research.Mathematics Education Research Journal, 8, 58–90.
Queensland Board of Senior Secondary School Studies (2000a).Mathematics B Senior Syllabus 2001. Brisbane: Author.
Queensland Board of Senior Secondary School Studies (2000b).Mathematics C Senior Syllabus 2001. Brisbane: Author.
Routitsky, A., & Tobin, P. (1998). A survey of graphics calculator use in Victorian secondary schools. In C. Kanes, M. Goos, & E. Warren (Eds.),Teaching mathematics in new times ((Proceedings of the 21st annual conference of the Mathematics Education Research Group of Australasia, pp. 484–491). Gold Coast: MERGA.
Ruthven, K. & Hennessy, S. (2002). A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning.Educational Studies in Mathematics, 49, 47–88.
Simonsen, L. M., & Dick, T. P. (1997). Teachers’ perceptions of the impact of graphing calculators in the mathematics classroom.Journal of Computers in Mathematics and Science Teaching, 16(2/3), 239–268.
Thomas, M. O. J. (1996). Computers in the mathematics classroom: A survey. In P. Clarkson (Ed.),Technology in mathematics education (Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia, pp. 556–563). Melbourne: MERGA.
Thomas, M. O. J. (2006). Teachers using computers in mathematics: A longitudinal study. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.),Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 265–272). Prague: PME.
Tobin, P., Routitsky, A., & Jones, P. (1999). Graphics calculators in Victorian secondary schools: Teacher perceptions of use. In J. Truran & K. Truran (Eds.)Making the difference (Proceedings of the 22nd annual conference of the Mathematics Education Research Group of Australasia, pp. 502–506). Sydney: MERGA.
Valsiner, J. (1997).Culture and the development of children’s action: A theory of human development. (2nd ed.) New York: John Wiley & Sons.
Vygotsky, L. (1978).Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walen, S., Williams, S., & Garner, B. (2003). Pre-service teachers learning mathematics using calculators: A failure to connect current and future practice.Teaching and Teacher Education, 19(4), 445–462.
Wallace, R. (2004). A framework for understanding teaching with the Internet.American Educational Research Journal, 41, 447–488.
Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture.American Educational Research Journal, 39, 165–205.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Goos, M., Bennison, A. Surveying the technology landscape: Teachers’ use of technology in secondary mathematics classrooms. Math Ed Res J 20, 102–130 (2008). https://doi.org/10.1007/BF03217532
Issue Date:
DOI: https://doi.org/10.1007/BF03217532