Salient Beliefs of Secondary School
Mathematics Teachers Using Dynamic Geometry Software

Kan Kan Chan

doi:10.12973/eurasia.2015.1312a

Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software

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Kan Kan Chan ¹ ^*

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¹ University of Macau, Macau^* Corresponding Author

Abstract

Even though dynamic geometry software (DGS) is becoming an emergent instructional tool for mathematics teachers, many teachers are still in the process of consideration about whether to use it. In order to encourage teachers to use DGS, this study seeks to discover mathematics teachers’ salient beliefs about the use of DGS in mathematics class. The theory of planned behaviour serves as the theoretical framework for understanding teachers’ intentions to use DGS. Thirty mathematics teachers who have knowledge of and experience using DGS were invited to fill out an online survey. Content analysis of teachers’ responses was analysed using the theory of planned behaviour. The behavioural, normative and control beliefs of mathematics teachers using DGS in class were identified. These noticeable beliefs of teachers may be used to create conditions for teachers to successfully integrate this new tool in mathematics class.

Keywords

in-service secondary school mathematics teacher
beliefs
dynamic geometry software

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 1, 139-148

https://doi.org/10.12973/eurasia.2015.1312a

Publication date: 16 Dec 2015

Article Views: 1531

Article Downloads: 654

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How to cite this article

APA

Chan, K. K. (2015). Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 139-148. https://doi.org/10.12973/eurasia.2015.1312a

Vancouver

Chan KK. Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software. EURASIA J Math Sci Tech Ed. 2015;11(1):139-48. https://doi.org/10.12973/eurasia.2015.1312a

AMA

Chan KK. Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software. EURASIA J Math Sci Tech Ed. 2015;11(1), 139-148. https://doi.org/10.12973/eurasia.2015.1312a

Chicago

Chan, Kan Kan. "Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 1 (2015): 139-148. https://doi.org/10.12973/eurasia.2015.1312a

Harvard

Chan, K. K. (2015). Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), pp. 139-148. https://doi.org/10.12973/eurasia.2015.1312a

MLA

Chan, Kan Kan "Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 1, 2015, pp. 139-148. https://doi.org/10.12973/eurasia.2015.1312a