An assessment of mathematics teacher knowledge and attitudes toward the use of computers in senior high instruction

Pope, Susan Marie (1990) An assessment of mathematics teacher knowledge and attitudes toward the use of computers in senior high instruction. Masters thesis, Memorial University of Newfoundland.

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Abstract

The question is no longer of whether or not computers have a place in mathematics education, but rather how to best get teachers to use the power of the computer in their instruction. The literature strongly suggests that teacher knowledge of computers and positive attitudes toward computers are imperative for the successful integration of computers in education. -- The purpose of this research was to measure teacher knowledge and attitudes toward the use of computer technology in the teaching and learning of senior high mathematics. The study was confined to 329 teachers of senior high mathematics in the province of Newfoundland and Labrador. It was carried out by the use of a survey instrument which consisted of three components: (a) attitudinal statements; (b) knowledge; and (c) personal information. The data was analyzed by means of factor analysis, univariate and multivariate analysis, correlations, means, and standard deviations. -- The results of the study revealed two extremes with respect to level of computer literacy among teachers of senior high mathematics. The results indicated that there were a small number of teachers with an average level of computer literacy. There were a large number of teachers with a high level of computer literacy but just as many with a low level of computer literacy. Teachers older than 45 were found to have lower levels of computer literacy than younger teachers. Teachers younger than 46, more so than older teachers, felt more able to use a computer in their mathematics instruction. Teachers living in rural areas of the province were found to have a lower level of computer literacy than those living in urban areas. The same was not found with respect to attitudes toward computers. No significant sex differences ware found to exist with respect to computer literacy or with respect to attitudes toward computers. -- Teacher education is a necessary component cf successful integration of computers in mathematics education, but just as important is the necessity of providing preservice and inservice programmes that will respond to the needs of those teachers to whom it is directed. Age differences, as well as urban/rural differences that were revealed in this study should not be overlooked in the design and implementation of possible teacher preservice and inservice programmes directed at teachers of senior high mathematics in Newfoundland and Labrador, with respect to computer technology.

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