Campus Access Only
All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.
Date of Award
2005
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Education (Ed.D.)
Department
Curriculum and Instruction
First Advisor
Thomas Nelson
First Committee Member
Marilyn Draheim
Second Committee Member
Robert Oprandy
Third Committee Member
Dennis Parker
Abstract
This study was conducted to examine how secondary school mathematics teachers and students use computer and calculator technologies in their classes/courses. Because of rigorous implementation of the California mathematics content standards, this study was also conducted in order to find out the role of technology in teaching mathematics. The study employed both quantitative and qualitative methods of research. This study utilized teacher surveys and interviews with school principals/vice principals. Seventh to twelfth grade mathematics teachers from public schools in California Central Valley School Districts were chosen as survey respondents. Twelve senior high schools (9th–12th grades) and eleven middle schools (7th–8th grades)/middle schools integrated in elementary schools (K–8th grades) participated in the study. Data collected through the survey were analyzed using Microsoft Excel and the Statistical Packages of Social Sciences (SPSS) on a personal computer. Means, standard deviations, and percentages were computed for the appropriate survey item. Face to face interviews were conducted with principals/vice principals of the schools where teachers participated in the survey. From the twenty-three schools that participated, this researcher was able to interview twenty-four principals/vice principals. Interviews were tape-recorded and field notes were taken. This study found that the availability of technology and resources does not guarantee that these resources will be used in mathematics teaching and learning. All of the high schools that participated were recipients of the Digital High School Grants. However, because of California budget crisis, funding for teacher training was discontinued. Some of the barriers that prevented teachers from incorporating computer technology into their courses were: lack of mathematics software that meet the content standards; rigid implementation of California content standards; teachers needed time to plan and develop their lessons; the need for technology training on instructional software and budgetary problems to purchase software and upgrade existing hardware.
Pages
309
ISBN
9780542000317 , 0542000318
Recommended Citation
Elgar, Emma S.. (2005). An examination of the uses of technology in secondary school mathematics instruction. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2453
To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.
Find in PacificSearch Find in ProQuestIf you are the author and would like to grant permission to make your work openly accessible, please email
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).