The rich language surrounding mathematical concepts often is reduced inmany classrooms to a narrow process of memorizing isolated procedures withlittle context. This approach has provento be detrimental to students’ ability to understand mathematics at deeperlevels and remain engaged with this content. The current generation of students values technology as a natural, andoften preferred method, for communication. These preferences provide teachers a unique opportunity to extend mathematicscommunication beyond the classroom. This study sought to understand secondarymathematics teachers’ use of communication technology and the relationshipbetween variables that may contribute to a teacher’s decision to integratetechnology for this purpose. Using adescriptive quantitative approach, the research investigated the relationshipbetween teachers’ self-efficacy, attitudes, and the use of communicationtechnology in secondary education mathematics classrooms. A total of 90teachers in grades 7-12 participated. Results revealed a significantrelationship between teachers’ attitudes toward using technology forcommunication and personal self-efficacy (p< .05), yet few reported using technology in this way. An important recommendation from this studyis to investigate why teachers who demonstrate key positive indicators fortechnology integration are not capitalizing on the potential that communicationtechnology provides to cultivate mathematics communication and literacy.
No takes yet. Share an insight, caveat, or question.
Karim Medico Letwinsky (2016) studied this question.