Teachers' Perceptions and Classroom Application of Mathematical Computer Software
Mathematics teachers from elementary and secondary school settings reported that the main advantage of instructional software pertained to enhancing students' motivation and educational experiences, whereas the main disadvantage pertained to the poor content and sequencing of much of the available software. Teachers typically used software as a supplemental activity but wanted more programs that encouraged students' cognitive reasoning, problem-solving and higher-order thinking skills in mathematics. These findings support the notion that although use of computer software has the potential to motivate, provide practice, and facilitate students' learning and thinking in mathematics, students still require appropriate teacher-led instruction to enhance their mathematics knowledge as they interact with the software.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
Document Type: Journal Article
Affiliations: 1: University of New England 2: Griffith University
Publication date: January 1, 2006
More about this publication?
- The Journal of Cognitive Education and Psychology is no longer available to subscribers on Ingenta Connect. Please go to http://connect.springerpub.com/content/sgrjcep to access your online subscription to Journal of Cognitive Education and Psychology.