Academic Journal
Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria
| العنوان: | Integrating Technologies Into Teaching and Learning Mathematics at the Beginning of Secondary Education in Austria |
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| اللغة: | English |
| المؤلفون: | Weinhandl, Robert (ORCID |
| المصدر: | EURASIA Journal of Mathematics, Science and Technology Education. 2021 17(12). |
| الاتاحة: | Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Educational Technology, Technology Uses in Education, Technology Integration, Secondary Education, Mathematics Instruction, Mathematics Teachers, Secondary School Teachers, Barriers, Access to Computers, Individualized Instruction, Teacher Competencies, Teacher Attitudes, Pedagogical Content Knowledge, Technological Literacy |
| مصطلحات جغرافية: | Austria |
| تدمد: | 1305-8223 |
| مستخلص: | Modern technologies have become an integral part in our society and are increasingly shaping the teaching of mathematics at every level of education. In Austria, the academic school year 2021/22 will undergo an extensive digitalisation; all students who start secondary school will be equipped with a digital device. Our paper reports on anticipated concerns and benefits of mathematics teachers who are required to integrate technologies into teaching mathematics at the first year of secondary education. We conducted an exploratory interview study with secondary mathematics teachers before schools received their digital devices. The data was analysed with techniques based on grounded theory approaches. We discovered that for teachers the anticipated concerns and benefits were: (1) discrimination of students by technologies; (2) by using technologies, students may lose basic mathematical knowledge and skills; (3) individual and playful acquisition of new technological competencies by teachers; and (4) using technologies to enhance differentiation and individualisation in mathematics teaching. One of the key findings of our study is that mathematics teachers in Austria feel capable enough to integrate technologies into the teaching and learning of mathematics at the beginning of secondary education and do not express the need for further technical training. This finding contradicts previous studies and provides a starting point for future investigations. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1331278 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1305-8223 |
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