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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p24852_index.html Direct Link: HTML Code:

Sacristan, Ana Isabel. "Teachers’ Difficulties in Adapting to the Use of New Technologies in Mathematics Classrooms and the Influence on Students’ Learning and Attitudes" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p24852_index.html>

Sacristan, A. , 2005-10-20 "Teachers’ Difficulties in Adapting to the Use of New Technologies in Mathematics Classrooms and the Influence on Students’ Learning and Attitudes" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2009-05-25 from http://www.allacademic.com/meta/p24852_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: We present results from an on-going research, that is part of an national project, sponsored since 1997 by the Mexican Ministry of Education, studying the implementation of technological tools in middle-school (children 12-15 yrs. old). mathematics classrooms. Our particular focus here is on teachers’ difficulties in adapting their teaching practice to the use of technological tools and the importance of the teachers’ role for students learning. A small sample of the participating schools was used to carry out a detailed analysis of teachers’ practices, and students’ attitudes and learning, combining field observations and interviews with quantitative research. We investigated particularly: (i) The ways in which the student and teacher materials were used; (ii) teacher’s performance during the technology-based sessions; (iii) children’s attitudes, and (iv) children’s mathematical performance both in standardized tests and through their academic scores. We analysed 12 teachers’ performances, and 13 study groups (650 students) and 8 control groups (400 students), in 2 schools. Most teachers had difficulties in adapting to the use of the proposed pedagogical model and this affected students’ learning and attitudes, but the teachers’ willingness to adapt also had a positive effect in helping students benefit from the tool use.

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