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The Use of ICT Tools in Mathematics: A Case-control Study of Best Practice in 9 th Grade Classrooms

2011; Taylor & Francis; Volume: 56; Issue: 2 Linguagem: Inglês

10.1080/00313831.2011.581684

1470-1170

Steinar Thorvaldsen, Lars Vavik, Gavriel Salomon,

Innovative Teaching and Learning Methods

Abstract Results are reported from a study in which teachers' views of highly achieving ninth grade classes in Norway (KappAbel national competition winners) were compared with teachers' views of average achievement classes with regard to the use of information and communication technologies (ICT) and pedagogical practices. The main purpose of the study was to answer the following questions: What differential role does ICT play in the two kinds of classes as it relates to learning performance in mathematics, and how does the use of ICT relate to teachers' reported views and pedagogical practices? The key findings of the study are the following: First, KappAbel teachers were more likely to have studied math at universities whereas the control teachers were more likely to have studied at colleges. Second, KappAbel teachers were more likely to emphasize reasoning-oriented as compared with instrumental- or rule-oriented teaching of mathematics. Third, KappAbel teachers do perceive weaker general effects of ICT in relation to learning than control teachers; however subject specific ICT tools like spreadsheets are more used for purposes of exploration and research than in control classes. It is the teacher-guided student activity that makes the difference. Keywords: mathematics teachingICTdigital toolsspreadsheet Acknowledgements This paper is a part of a research project on Education, Curriculum & Technology at Stord/Haugesund University College financed by support from The Research Council of Norway. We also thank Svein H. Torkildsen at the Norwegian Centre for Mathematics Education in Trondheim for valuable discussions in the planning of the project. This paper is a part of a research project on Education, Curriculum & Technology financed by support from The Research Council of Norway. Additional informationNotes on contributorsSteinar Thorvaldsen Steinar Thorvaldsen, Department of Education, University of Tromsø, Norway Lars Vavik Lars Vavik, Stord/Haugesund University College, Norway Gavriel Salomon Gavriel Salomon, Center for Research on Peace Education, University of Haifa, Israel.