Faculty competencies and challenges when integrating technology in mathematics classrooms

ID: 50143 Type: Brief Paper
  1. Cindy York, Northern Illinois University, United States
  2. Angie Hodge, University of Nebraska Omaha, United States
  3. Hayley Mayall, Northern Illinois University, United States
  4. Erkko Sointu, University of Eastern Finland , Finland

Tuesday, March 7 1:45 PM-2:05 PM

Presider:
Amanda Thomas, University of Nebraska–Lincoln, United States

Technology can be used in a variety of ways in a mathematics classroom to make teaching easier and also to engage students. This session will discuss what technologies are most commonly used in an active learning mathematics classroom and what additional technologies could be used to actively engage students. Although this session has mathematics as its content focus, faculty from all subject areas will benefit from the implications of the findings presented in this session. The purpose of this exploratory study was to collect data on the perceptions of teacher comfort levels regarding the use of technology, teacher knowledge of the technological tools available to them, and any challenges that teachers have encountered in using technology in the mathematics classroom. The results could inform the practice of teacher education programs regarding what instructional approaches could be appropriate for mathematics educators regarding technology and inquiry-based learning.

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