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Computers for secondary mathematics: who uses them and how?

Forgasz, Helen J. and Prince, Nike 2001, Computers for secondary mathematics: who uses them and how?, in AARE 2001: Crossing Borders: New Frontiers in Educational Research : Australian Association for Research in Education, AARE, Coldstream, Vic., pp. 1-15.

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Title Computers for secondary mathematics: who uses them and how?
Author(s) Forgasz, Helen J.
Prince, Nike
Conference name Australian Association for Research in Education : International Education Research Conference (2001 : Fremantle, Western Australia)
Conference location Fremantle, Western Australia
Conference dates 2 - 6 December 2001
Title of proceedings AARE 2001: Crossing Borders: New Frontiers in Educational Research : Australian Association for Research in Education
Editor(s) Shilton, W
Jeffrey, R
Publication date 2001
Start page 1
End page 15
Publisher AARE
Place of publication Coldstream, Vic.
Summary In the first stage of a three year ARC-funded study in which the effects of using computers for the teaching and learning of mathematics are being explored, a questionnaire has been developed and is being administered to a large number of students in grades 7-10 in a representative sample of co-educational post-primary schools in Victoria. Using open and closed response formats, the information sought includes: background and biographical details; data on computer ownership and use =96 frequency and mode/s =96 for mathematics learning at home and in mathematics classes; and beliefs about mathematics and the use of computers for learning mathematics. In this paper, the focus will be on some of the preliminary findings related to ownership and use of computers for learning mathematics at home and at school. In previous research, factors such as gender, socio-economic background, and ethnicity have been identified as contributors to inequitable mathematics learning outcomes. The questionnaire data will be analysed to examine if these and other factors are related to any inequities identified in student's access to computers and in how they use computers in their learning of mathematics. The results will be presented and pertinent implications discussed.
ISSN 1324-9339
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30028530

Document type: Conference Paper
Collection: School of Scientific and Developmental Studies in Education
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Created: Fri, 07 May 2010, 12:09:51 EST by Lorraine Driscoll

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