The general framework of this research is the problem of the curricular changes determined by the introduction of computers in school. We investigate, through a case study methodology, how in-service mathematics teachers are reacting to this introduction. In the paper we briefly outline the methodology of our work and the context in which it is set. Then we identify a number of issues we consider significant to investigate links between teachers’ beliefs in mathematics and the use of computers. Findings resulting from the analysis of the case studies are presented according to these issues. They allow to enlighten the links between beliefs in maths teaching and the use of computers.
Teaching mathematics and using computers: links between teachers’ beliefs in two different domains
FULVIA FURINGHETTI
1994-01-01
Abstract
The general framework of this research is the problem of the curricular changes determined by the introduction of computers in school. We investigate, through a case study methodology, how in-service mathematics teachers are reacting to this introduction. In the paper we briefly outline the methodology of our work and the context in which it is set. Then we identify a number of issues we consider significant to investigate links between teachers’ beliefs in mathematics and the use of computers. Findings resulting from the analysis of the case studies are presented according to these issues. They allow to enlighten the links between beliefs in maths teaching and the use of computers.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
