TITLE

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana

AUTHOR(S)
Agyei, Douglas D.; Voogt, Joke
PUB. DATE
December 2011
SOURCE
Education & Information Technologies;Dec2011, Vol. 16 Issue 4, p423
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana.
ACCESSION #
64312359

 

Related Articles

  • Acceptance of interactive whiteboards by Italian mathematics teachers. De Vita, Mauro; Verschaffel, Lieven; Elen, Jan // Educational Research (2141-5161);Jul2012, Vol. 3 Issue 7, p553 

    In recent years, Interactive Whiteboards (IWBs) witnessed a large spread in the schools of many countries all over the world. They offer interesting opportunities to interact with digital content in a multi-person learning environment. This study investigated the acceptance of Interactive...

  • Assessing Teachers' Developing Interpretive Power: Analysing Student Thinking. Nickerson, Susan D.; Masarik, Diane K. // Mathematics Teacher Education & Development;2010, Vol. 12 Issue 1, p19 

    Acohort of middle school mathematics teachers in the U.S. participated in a two-year professional development program that focused on developing a deeper conceptual understanding of the mathematics of middle school with connections to instructional practice. We assessed the teachers' developing...

  • Students' ideas about math. Schifter, Deborah; Riddle, Margie // Journal of Staff Development;Fall2004, Vol. 25 Issue 4, p28 

    Focuses on the practice of teachers to assess their students' mathematical understanding. Extent of the responsibilities of teachers; Professional development activities to support teachers in developing a new practice; Goal of teaching mathematics for conceptual understanding.

  • Mathematics Teachers' Views of Accountability Testing Revealed through Lesson Study. Yarema, Connie H. // Mathematics Teacher Education & Development;2010, Vol. 12 Issue 1, p3 

    The practice of lesson study, a professional development model originating in Japan, aligns well with recommendations from research for teacher professional development. Lesson study is also an inductive research method that uncovers student thinking and, in parallel, grants teacher-educators...

  • FROM MATHEMATICS TO MATHEMATICS-WITH-ICT. Timotheus, Jay // Mathematics Teaching;Jan2009, Issue 212, p4 

    The author offers a perspective on the benefits from integrating mathematics teaching with information and communication technologies (ICT). He cites a demonstration from a conference that highlights the TI-nspire pilot research project supervised by the University of Chichester, wherein the...

  • Mathematics Teachers' Readiness to Integrate ICT in the Classroom. Baya'a, Nimer; Daher, Wajeeh // International Journal of Emerging Technologies in Learning;Mar2013, Vol. 8 Issue 1, p46 

    ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper...

  • The Role of ICT in Supporting the Development of Professional Knowledge during Teaching Practice. Viseu, Floriano; da Ponte, João Pedro // Mathematics Teacher Education & Development;2012, Vol. 14 Issue 2, p137 

    Prospective mathematics teachers often start their practice with images of learning situations quite different from current curriculum orientations. Such is the case of Fabio, who, at the beginning of his practicum, proposed mostly exercises and promoted unidirectional communication. We analyse...

  • A Snapshot of the Use of ICT in Primary Mathematics Classrooms in Western Australia. Day, Lorraine // Australian Primary Mathematics Classroom;Mar2013, Vol. 18 Issue 1, p16 

    Lorraine Day reports on some of the findings of the Teaching Teachers for the Future Project. The Australian Curriculum constantly makes reference to digital technologies so we believe our readers will be interested to see how teachers are making use of technology in classrooms across Western...

  • Empirical Assessment on Mathematics and Sciences' Understanding Among Physically Challenged Pupils Using Information and Communication Technology. Oginni, Omoniyi Israel; Owolabi, Olabode Thomas // Higher Education of Social Science;11/30/2013, Vol. 5 Issue 3, p95 

    This work is an empirical assessment of the physically challenged students (deaf) in mathematics with a view of recognition and reintegration the brains among them back to the technological world view. The research design for the study is a quasi- experimental research design with experimental...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics