Attitudes Towards Technology use in Mathematics Among Pre-Service K-6 Teachers
Abstract: In the spring of 2012, a study was conducted to determine if introducing technology-infused mathematics lessons into a mathematics course for prospective elementary teachers would increase their comfort level, mathematical knowledge, and mathematical teaching knowledge when using technology in the classroom, when compared to students in the same course who were not given the treatment. Students in the experimental group were given five technology-infused lessons during the course of the semester. A pre- and post-test instrument was administered to all groups (both experimental and control). This paper reports on the findings of this study.
Presider: Merryellen Towey Schulz, College of Saint Mary