Informing Mathematics Teachers: Teachers’ Perspective of Learning Dynamic Mathematics Discursively

• In Event: Poster Session 13
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

Teachers’ perspectives—beliefs and conceptions—of teaching and learning mathematics are pivotal for informing and shaping their instructional practices. We examine how mathematics teachers’ beliefs influence their instructional use of digital technologies. Twenty-three teachers engaged in a course in which they interacted in a collaborative online environment, known as Virtual Math Teams with GeoGebra, focusing on mathematical practices and discourse. Using conventional content analysis, we analyzed the teachers’ reflection papers they wrote at the end of the course. We investigate the influences the course has on their beliefs and practice. Our results show that the course influenced the teachers’ beliefs and practices in many different aspects.

Authors

• Muteb M. Alqahtani, Rutgers University

• Arthur B. Powell, Rutgers University