The elementary school teachers' belief of integrating calculator into mathematic instruction

摘要

This study uses a questionnaire to investigate elementary school teachers' beliefs of applying calculators in teaching mathematics. Participates were 131 elementary school teachers in Taoyuan County. The questionnaire used to collect data was revised from the instrument designed by Brown et al.(2007). Elementary school teachers' beliefs of applying calculators in teaching mathematics were divided into three factors: Catalyst beliefs, teacher knowledge and crutch beliefs. The result showed that elementary school teachers in Taoyuan County do not seem to agree with using calculators in teaching mathematics. Elementary school teachers thought that calculators could not promote students' learning of mathematics and students will depend on using calculators and they impede students' learning. Meanwhile, the teachers thought that they had low teaching efficiency when using the calculator in their classes. The other result indicated that teachers who had technology efficiency of information tools, who participated in related training activities, and who had the willing to popularize the calculator application into mathematical teaching in classes agreed to the idea that using calculators can promote mathematical learning, and can help students construct not only knowledge, but also increase conceptual practice and desire.