Changes in Pre-Service Teachers’ Algebraic Misconceptions by Using Computer-Assisted Instruction

Author:

Lin Cheng-Yao1,Ko Yi-Yin2,Kuo Yu-Chun3

Affiliation:

1. Mathematics Education, Department of Curriculum and Instruction, Southern Illinois University, Carbondale, IL, USA

2. Department of Computer Science and Mathematics, Indiana State University, Terra Haute, IN, USA

3. School of Lifelong Learning, Jackson State University, Jackson, MS, USA

Abstract

In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice teachers’ misconceptions of algebra and their attitudes towards using computers in teaching mathematics between computer-assisted instruction and lecture instruction. The results of the study suggest that pre-service teachers in both instructions have similar algebraic misconceptions and attitudes about teaching mathematics with computers. Even though there was no significant difference in algebraic misconceptions and beliefs about integrating computers into teaching mathematics between the participants in computer-assisted instruction and lecturebased instruction, both instructions were effective to increase pre-service teachers’ knowledge of parentheses usage, symbolism, and equality and attitudes of using computer in teaching mathematics in terms of confident and liking. It is recommended that more attention should be paid to teaching and learning algebra with computer-supported instruction in mathematics teacher education programs so that pre-service teachers gain experience in integrating technology into classrooms.

Publisher

Research Information Ltd.

Reference49 articles.

1. An interactive tutorial for teaching statistical power;Aberson;Journal of Statistics Education,2002

2. Evaluation of an interactive tutorial for teaching hypothesis testing concepts;Aberson;Teaching of Psychology,2003

3. How children change their minds: Strategy change can be gradual or abrupt;Alibali;Developmental Psychology,1999

4. A longitudinal examination of middle school students’ understandings of the equal sign and performance solving equivalent equations;Alibali;Mathematical Thinking and Learning,2007

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3