Specifically it aims to examine how teachers enact their “teacher-in tended” curriculum during mathematics lessons. The objective of this programmatic research proposal is to study the enacted school mathematics curriculum in secondary schools. Teachers also need to be assisted in building curricular models that integrate the use of computers.
Mathematics teacher educators, then, need to help increase teachers' knowledge about the usefulness of computers by engaging them in extensive experiences with computers and a variety of educational software.
This was due to lack of adequate knowledge about when and how computers could be used in mathematics instruction, and lack of sufficient training. The data indicated that the teachers did not use computers for purposes other than drill and practice. Moreover, it was intended to develop an understanding of the basis for teachers' decisions regarding the use of computers, or lack of, in instruction. A survey study was conducted to investigate the extent in which computers were being used by middle and high school mathematics teachers in the state of Missouri.
National surveys, however, indicate that computers are not being used by teachers in mathematics classrooms. Recent research also provides strong evidence of the usefulness of computers in mathematics learning. (Unpublished master’s thesis, National Institute of Education, Nanyang Technological University, Singapore DOI: 10.13140/RG.0881)Ĭurrent mathematics reform has encouraged the use of computers in learning and teaching mathematics. This seemed to suggest that there was an inherent advantage of using IT to explore mathematical concepts. The pupils in the experimental class also showed a moderately positive affect towards the use of IT. The findings indicated a significant difference in pupils’ conceptual and procedural knowledge although there was no significant difference in their affect towards mathematics in general and towards the topic in particular. One class used an interactive computer algebra system called LiveMath, while the other did not have access to IT. In this study, both the experimental and control classes were taught using a guided discovery method to explore the characteristics of the exponential and logarithmic curves. Many previous studies compared the effect of computer-assisted instruction with traditional teacher-directed teaching and any difference in performance might be due to a different pedagogical approach instead of the use of information technology (IT). The study investigated the effect of exploratory computer-based instruction on pupils’ conceptual and procedural knowledge of graphs, and the affective issues towards the use of computers in mathematics. Engaging Learners, Empowering Teachers, Enabling Research, pp. (Proceedings of the 9th Asian Technology Conference in Mathematics: Technology in Mathematics. It also provides some research evidence to suggest that the use of LiveMath for exploring mathematics may enhance pupil learning. This paper looks at some examples of how educators can use LiveMath as an interactive tool for their pupils to explore algebra and calculus. Moreover the capability of LiveMath templates to be interactive even on Web pages opens up an exciting chapter in online mathematics learning. But with the advance of LiveMath (previously known as Theorist and MathView), an intriguing CAS that provides "a unique user interface that allows one to perform 'natural' algebraic maneuvers even more 'naturally' than one can achieve them on paper" (Kaput, 1992), there is now another way of using a CAS in the teaching and learning of mathematics, i.e., to explore algebraic and calculus concepts.
However most educators do not see any purpose in their pupils learning a CAS to perform symbolic manipulations, such as factorisation, differentiation and integration, when formal assessments still require them to perform such skills by hand. Traditionally, most mathematicians, scientists and engineers have always used a CAS, such as Maple, to perform symbolic manipulations in order to solve algebraic and calculus problems. But most of them do not know of any computer algebra system (CAS) that can be used to explore algebra and calculus. Many mathematics educators in Singapore secondary schools are aware that The Geometer's Sketchpad, a dynamic geometry software, can be used to explore geometry.
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