Naslov
What Is the Future of the Integration of ICT in Teaching Mathematics

Autori
Dobi Barišić, Karolina ; Đeri, Ivanka ; Jukić, Ljerka

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
The Third International Scientific Colloquium Mathematics and Children (The Math Teacher)

Urednik/ci
Pavleković, Margita

Izdavač
Element

Grad
Zagreb

Godina
2011

Raspon stranica
128-140

ISBN
978-953-197-578-0

Ključne riječi
teaching mathematics, ICT integration, teacher’s university education, teacher’s initiative, digital competencies

Sažetak
In recent years the need for introducing information and communication technology into the teaching process has posed one of the unavoidable changes in the educational system. Present generation of students are so proficient in usage of the information and communication technologies in their daily lives, that this change in the educational system can not be viewed as an investment in a better future, but as a necessity in order to keep pace with technology and students. Considering the integration of ICT in teaching mathematics, it is clear that the replacement of board and chalk with digital presentation material does not cover all the aspects that technology and mathematics can improve when working hand in hand. One of the important prerequisites for quality integration of ICT in teaching mathematics is the teacher’s personality, i.e. his knowledge, willingness and desire to improve his lessons bringing mathematics closer to the present generations of pupils. The aim of this paper was to investigate the readiness of the future mathematics teachers at the elementary and high school levels to integrate ICT into their teaching of mathematics. Factors influencing described readiness that are considered in this paper are teacher’s university education and initiative with regard to personal digital competence and infrastructure. We conducted the survey research on the samples of individuals from the population of students enrolled in final years of a five-year Master of Arts in Teaching Primary Education programme at the Faculty of Teacher Education in Osijek, Croatia (n = 196), and Master of Arts in Teaching Mathematics and Computer Science programme at the Department of Mathematics in Osijek, Croatia (n = 36). The obtained results indicate that identified aspects have impact on considered readiness and that teacher’s university education causes the differences in the attitudes towards his digital competencies necessary for quality integration of ICT in mathematics lessons.

Izvorni jezik
Engleski

Znanstvena područja
Matematika, Informacijske i komunikacijske znanosti

Napomena
Rad je u cijelosti indeksiran u najvećoj svjetskoj digitalnoj bazi pedagoških istraživanja Education Resources Information Center (ERIC).

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