This paper analyzed a preservice mathematics teacher’s beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer’s Sketchpad, and statistical data with Excel Spreadsheet to generate data about the participant’s pedagogical-technological beliefs. An additional unstructured interview was conducted with the same participant after his practice teaching. The interview data were analyzed and interpreted in two layers-the first layer portrays the participant’s voice in his narratives and the second layer portrays researcher’s voice in terms of his interpretation of data and interconnection to literature. The analysis and interpretation generated seven major categories of beliefs-beliefs about teaching materials, teaching strategy, bridging activities, technological tools, mathematical concepts, and meanings, activities and transformation, and issues and challenges. Finally, the author discusses implications of the study.
|Number of pages||14|
|Journal||International Journal of Research in Education and Science|
|Publication status||Published - 2015|
- Radical constructivist grounded theory
- Teacher beliefs
- Technology integration
ASJC Scopus subject areas