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
Bibliographic record
Abstract
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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".