Please use this identifier to cite or link to this item:

Technology-Integrated Mathematics Education (TIME) : A study of interactions between teachers and students in technology-integrated secondary mathematics classrooms

File Description SizeFormat 
HAWN_AC1.H3_5101_uh.pdfVersion for UH users7.16 MBAdobe PDFView/Open
HAWN_AC1.H3_5101_r.pdfVersion for non-UH users. Copying/Printing is not permitted7.18 MBAdobe PDFView/Open

Item Summary

Title: Technology-Integrated Mathematics Education (TIME) : A study of interactions between teachers and students in technology-integrated secondary mathematics classrooms
Authors: Ha, Tae Young
Issue Date: 2008
Description: Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.
A qualitative case study involved observing and interviewing two high school mathematics teachers and 48 high school students in three Advanced Placement (AP) mathematics classes. The study focused on what students and teachers thought about the integration of technology in mathematics education, on how they actually used technology in class, on whether technology helped students to learn cooperatively, and on whether technology helped teachers improve their instruction.
Collective results from questionnaire data, interview data, and class observations helped to build an understanding about how technology was used in the three secondary mathematics classrooms. Before classes were observed, all students completed questionnaires and the first teacher interviews were conducted. Observations of classes were followed by a second round of teacher interviews and student interviews.
The results of numerous national and international assessments have raised concerns regarding secondary mathematics education in the United States. According to government reports, there has been a significant increase in the use of technology in U.S. schools in the last decade. However, student achievement in mathematics has not improved during this time.
The students and teachers extensively used graphing calculators and strongly believed that technology helped them learn and teach mathematics by helping them to visualize the abstract concepts of mathematics. The use of technology prompted students to interact more with each other. Also discussed by the teachers and students were additional reasons for their belief that technology integration positively influenced their learning and teaching, how students used technology to learn, and how teachers technology to teach.
show 3 moreIncludes bibliographical references (leaves 220-227).
Also available by subscription via World Wide Web
227 leaves, bound 29 cm

show less
ISBN: 9780549780748
Rights: All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections:Ph.D. - Education

Please contact if you need this content in an alternative format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.