Elementary School Teachers' Beliefs About Technology and Instructional Choices in Teaching Math

• In Event: 67.022 - Technology Integration in Mathematics Teaching and Learning

Abstract

This study examined teachers’ beliefs about mathematics and their own perceived ability to use online educational mathematics resources to lessen students’ math anxiety and encourage academic achievement. This qualitative research study used a sequential triangulated approach to data collection. Information was collected from teacher observations, surveys and interviews. There were new findings suggesting that teachers' self-efficacy about mathematics along with teachers' professional assignments contribute to decisions about how to best use educational technology in teaching. Results also support previous self-efficacy research about the significance of mathematics anxiety and its impact on teaching and learning math. Teachers use a variety of strategies to overcome instructional challenges using technology and lessening students' math anxiety in the classroom.

Author

• Sandy Vorensky, Metuchen School District