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Teachers, equity, and computers for secondary mathematics learning

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Abstract

The findings presented in this article were derived from a 3- year study aimed at examining issues associated with the use of computers for secondary mathematics learning in Victorian (Australia) schools. Gender and other equity factors were of particular interest. In this article, the focus is on the participating mathematics teachers. Data on their perceived competence levels with technology, and their use of and beliefs about computers for their male and female students’ mathematics learning were gathered. A clear majority of teachers felt comfortable about, and did use, computers for teaching mathematics, and believed that computers helped students’ mathematical learning. Generally, the teachers considered boys to be more confident and capable than girls with computers. The results have implications for pre-service education programs and for the professional development of practicing secondary mathematics teachers.

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Acknowledgments

This study was supported by a large grant from the Australian Research Council (ARC), 2001–2003. Thanks are expressed to Nike Prince who assisted with the data gathering and analyses, and to the participating teachers.

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Authors and Affiliations

  1. Faculty of Education, Monash University, Wellington Road, Clayton, Victoria, 3800, Australia

    Helen Forgasz

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  1. Helen Forgasz
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Correspondence to Helen Forgasz.

Additional information

Various findings included in this article have been presented at a range of mathematics education conferences including: AAMT (2003), MAV (2003), and ICME 10 (2004).

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Forgasz, H. Teachers, equity, and computers for secondary mathematics learning. J Math Teacher Educ 9, 437–469 (2006). https://doi.org/10.1007/s10857-006-9014-8

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  • DOI: https://doi.org/10.1007/s10857-006-9014-8

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