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Pre-service secondary mathematics teachers’ educational experiences related to reform-oriented practices of teaching mathematics
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PRESERVICE SECONDARY TEACHERS’ TECHNOLOGY
EXPERIENCE IN A CARIBBEAN CONTEXT
Pier Angeli Junor ClarkeGeorgia State University
## email not listed ##
This study examines the experiences and perceptions of preservice mathematics teachers in a Caribbean context as they explored with technology in their practices. Despite facing similar challenges of developed countries when new qualified teachers apply new technologies, they found the benefits for students and teachers were phenomenal in stimulating interest, motivation and improvement in their students’ mathematics performance.
In considering the economical concerns in the Caribbean region, it is critical that attention be
given to the lessons learned from prior research in developed and developing countries. In particular, teacher attitudes, concerns about not having up-to-date equipment or faculty with technological expertise, the demands from school districts, parents and students to use CT in their classrooms, teachers’ motivation, classroom management, teachers’ role, support systems, and computer coping strategies (Ropp, 1999) will assist in the strategic and practical plan for the move forward. The lack of detail in the literature regarding computer technology (CT) integration in mathematics instruction in the Caribbean and the continued move toward mathematics reform are of concern and instrumental in the investigation of: “What are preservice secondary school mathematics teachers’ experiences within the junior high school classrooms as they explore the use of CT in their instructional practices in an English-speaking Caribbean country?” This study is significant in providing contextual evidence of challenges and successes with the use of CT as PSSM teachers move forward in mathematics reforms. With the cost of the graphing calculator and Internet becoming less expensive and easier accessible in developing countries, the choice of mathematics computer software, Math Trek; the graphing calculator, TI-83Plus; and the Internet were utilized in this study.
______________________________________________________________________________Lamberg, T., & Wiest, L. R. (Eds.). (2007). Proceedings of the 29
th
annual meeting of the North
American Chapter of the International Group for the Psychology of Mathematics Education, Stateline (Lake Tahoe), NV: University of Nevada, Reno.
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18
PRESERVICE SECONDARY TEACHERS’ TECHNOLOGY
EXPERIENCE IN A CARIBBEAN CONTEXT
Pier Angeli Junor Clarke
Georgia State University
## email not listed ##
This study examines the experiences and perceptions of preservice mathematics teachers in a
Caribbean context as they explored with technology in their practices. Despite facing similar
challenges of developed countries when new qualified teachers apply new technologies, they found
the benefits for students and teachers were phenomenal in stimulating interest, motivation and
improvement in their students’ mathematics performance.
In considering the economical concerns in the Caribbean region, it is critical that attention be
given to the lessons learned from prior research in developed and developing countries. In
particular, teacher attitudes, concerns about not having up-to-date equipment or faculty with
technological expertise, the demands from school districts, parents and students to use CT in their
classrooms, teachers’ motivation, classroom management, teachers’ role, support systems, and
computer coping strategies (Ropp, 1999) will assist in the strategic and practical plan for the move
forward. The lack of detail in the literature regarding computer technology (CT) integration in
mathematics instruction in the Caribbean and the continued move toward mathematics reform are
of concern and instrumental in the investigation of: “What are preservice secondary school
mathematics teachers’ experiences within the junior high school classrooms as they explore the
use of CT in their instructional practices in an English-speaking Caribbean country?” This study
is significant in providing contextual evidence of challenges and successes with the use of CT as
PSSM teachers move forward in mathematics reforms. With the cost of the graphing calculator and
Internet becoming less expensive and easier accessible in developing countries, the choice of
mathematics computer software, Math Trek; the graphing calculator, TI-83Plus; and the Internet
were utilized in this study.
______________________________________________________________________________
Lamberg, T., & Wiest, L. R. (Eds.). (2007). Proceedings of the 29
th
annual meeting of the North
American Chapter of the International Group for the Psychology of Mathematics Education,
Stateline (Lake Tahoe), NV: University of Nevada, Reno.
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