A Study of Pre-Service Teachers’ Attitudes about Computers and Mathematics Teaching: The Impact of Web-based Instruction
Cheng-Yao Lin

Assistant Professor, Department of Curriculum and Instruction , Southern Illinois University Carbondale, 625Wham Dr., Mailcode 4610 Carbondale, IL, 62901, USA;
cylin@siu.edu

This study explored the efficacy of web-based instruction in topics in elementary school mathematics in fostering teachers’ confidence and competence in using instructional technology, and thereby promoting more positive attitudes toward using computers and Internet resources in the mathematics classroom.  The results indicated that students who participated in the web-based instructions exhibited a significantly (p < 0.05) better attitude toward using computers and web-based resources in teaching mathematics than did students in the control group.

 Developing Mathematical Reasoning through Games of Strategy Played Against the Computer
Jenny Houssart (1) and Claire Sams (2)

1 Institute of Education, University of London, UK     J. Houssart@ioe.ac.uk 

2 The Open University, UK.   clairesams999@btinternet.com

This article examines 9-11 year olds’ attempts to beat the computer at a game of strategy and asks how far and under what circumstances they developed a strategic approach to the game.  Extracts from videotape transcripts are analysed to reveal the components of children’s particular approaches, evident even amongst children who did not develop an overall strategy for beating the computer.  We analyse children’s mathematical reasoning in depth and identify circumstances conducive to valid reasoning.  It is argued that use of appropriate discourse conventions is a significant factor in developing valid approaches, helping children to develop appropriate linguistic tools of their own, provided that teachers use the conventions flexibly.  

 Mathematics Support: Real, Virtual and Mobile

Duncan A Lawson (1), Sarah L Carpenter (2) and Anthony C Croft (3)

1 SIGMA, Faculty of Engineering and Computing, Coventry University, Priory Street, Coventry, CV1 5FB .d.lawson@coventry.ac.uk

2 Academic Policy Support, Cardiff University, Cardiff, CF24 0DE

3 SIGMA, Mathematics Education Centre, Loughborough University, Loughborough, LE11 3TU, a.c.croft@lboro.ac.uk

As a response to the ‘Mathematics Problem’ many universities introduced mathematics support provision.  These additional learning opportunities were invariably in a specific physical location and available at certain times.  In order to increase the number and types of students who could access support e-learning resources were made available using the internet.  Recent technological developments with handheld devices, notably the Apple video iPod have presented new opportunities to allow mathematics support to become mobile.   This paper describes the evolution from real to virtual and now mobile support provided through two key initiatives: mathcentre and mathtutor.

Enlightening Volumes:  Curve Fitting to Approximate Volumes
David Buhl (1) and Judy O’ Neal (2)

1 Department of Mathematics and Computer Science, Northern Michigan University, Marquette, MI, USA  dbuhl@nmu.edu

2  Department of Mathematics and Computer Science, North Georgia College & State University, Dahlonega, GA 30597, USA joneal@ngcsu.edu

The current mantra in education is “technology, technology, technology.”  Many teachers and prospective teachers become frustrated with their lack of knowledge regarding the “appropriate” use of technology in the classroom.  Prospective teachers need training in their education to understand how technology can be used “appropriately” in the mathematics classroom.  This article describes the design and implementation of a technology-based mathematics lesson presented by a pre-service secondary mathematics education student enrolled in a mathematics modelling and problem solving undergraduate course.  During the course, students in the class were required to design and deliver a mathematics lesson of their choosing incorporating technology of their choice.  In addition to presenting their lessons, the presenters were required to defend the “appropriateness” of their chosen technology.

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