Instructors' attitudes toward the use of technology in the teaching and learning of mathematics in Newfoundland and Labrador post-secondary institutions: a mixed methods study
Notice bibliographique
Résumé
According to the literature, contemporary educational technology may enhance students' understanding of mathematics and consequently increase students' achievements in the subject. The goal of this research was to investigate to what extent technology was being used by instructors of undergraduate mathematics in Newfoundland and Labrador post-secondary institutions, and why some available technological applications were not being implemented in their teaching of mathematics. -- T his thesis presents an interpretive mixed methods study. Firstly, a questionnaire was administered to thirteen post-secondary mathematics instructors in order to clarify their backgrounds, teaching styles, professional views on, and experiences with technology. Secondly, eight of these same instructors were selected for an interview to further discuss in more detail their attitudes toward teaching mathematics with technology. -- This research reveals that instructors are mostly using technology for organizational and communication purposes. The use of mathematics specific technology for tutorial, exploratory, and creative activities with students takes place mostly on an individual basis and only occasionally, and depends on the topic. -- Four major themes emerged from the data: (1) how teaching has changed over time due to the increasing capability and availability of technology for students' and instructors' use, (2) how does the presence of technology influence mathematics curriculum and pedagogy, (3) what are various purposes, advantages, and challenges faced during the process of incorporation of technology in teaching, and ( 4) what is the relationship between students' use of technology and students' knowledge of the fundamentals of mathematics. -- While seeing the values and benefits that technology may offer in teaching, instructors were concerned about the associated costs such as the amount of time, effort, specialists support, and pedagogical knowledge required to the successfulness of its implementation. Instructors worry about possible disadvantages that may follow from improper implementation of technology. They also point out the importance of focused instructional development, collegial support, and departmental initiatives for individual instructors to proceed with technological innovations. -- The implications of this study for the post-secondary educational system in Newfoundland and Labrador are also discussed.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».