Missouri Elementary Teacher Perception And Instructional Use Of Calculators In Elementary Mathematics

Author : Gay Ann Ragan
Publisher :
ISBN 13 :
Total Pages : 632 pages
Book Rating : 4.:/5 (471 download)

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Download or read book Teachers' Perceptions and Practices Regarding the Use of Calculators in One District Over a Twenty-year Period written by Gay Ann Ragan and published by . This book was released on 2000 with total page 632 pages. Available in PDF, EPUB and Kindle. Book excerpt: A case study of one school district in Missouri was conducted. This district was chosen based on participation in calculator studies in 1979 and 1990. As a result, a unique opportunity existed to develop a profile of calculator use in the teaching and learning of mathematics in one district over a twenty-year period. Data were collected to (a) describe teachers' current perceptions and practices regarding use of calculators; (b) to examine changes in teachers' perceptions and practices; and (c) to identify specific factors that have influenced calculator use in the Pine Brooke School District. In addition, individual case studies of nine teachers who participated in the 1979 and/or 1990 calculator studies were highlighted. An examination of the data over the twenty-year period indicated the most noticeable changes were in teachers' practices at the junior high and high school levels. At both schools, changes in policies to allow calculator use on state-mandated tests resulted in increased availability and changes in departmental policies allowing calculator use in earlier courses than in previous years. Across all grade levels (1-12) teachers' beliefs about the use of calculators had remained consistent. They believed students should "master the basic skills" as prerequisites to using a calculator. They supported calculator use beginning in the eighth or ninth grade because they believed that the focus of mathematics shifted from a computational to a conceptual orientation. Teachers' practices were generally consistent with these beliefs in that their support of and use of calculators within instruction increased at about the time students began studying algebra. Inconsistencies in teachers' beliefs and practices were evident at the elementary levels because of limited or no access to calculators. Thus, teachers who were supportive of calculator use did not include them in their practices. Factors that were influential to calculator use in the Pine Brooke School District were identified. These were policies regarding calculator use in the classroom and on standardized test; the availability of calculators; and teachers' beliefs about the impact of calculators on student learning and their views of mathematics. Teachers' lack of knowledge and experiences with calculators at both the pre-service and in-service level was the least recognized factor but was possibly the most influential factor that inhibited calculator use.