Influencing preservice middle-school teachers' beliefs on mathematics-specific technology use in mathematics instruction: the effects of a technology-based capstone mathematics course
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This study was designed to determine the effect of a laboratory-based mathematics course on pre-service teachers' beliefs toward the use of graphing calculators, computer algebra systems, and geometry software in mathematics instruction at the middle school level. A seven page, three part survey was developed and administered on the first day of class. The survey asked for student profile information, opinions about mathematics in general, and opinions about the use of technology in mathematics instruction. Analysis of the pre-survey served as a basis for selection of four students upon whom to focus during daily classroom observations. At the end of the semester, a post-survey similar to the pre-survey was administered. Although research indicates that pre-service teachers' beliefs about teaching and learning mathematics are resistant to change, qualitative and quantitative analysis of the student surveys and analysis of daily in class observations suggest that over the course of the semester there was a positive effect on student beliefs and attitudes about the use of technology in mathematics instruction. The factors producing this positive effect are also analyzed.
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