Computers in mathematics education : factors that affect the use of computers in the teaching and learning of mathematics in Maltese state secondary schools

Abstract

This study set out to answer three questions: To what extent is the computer being used in the teaching and learning of mathematics in State Secondary Schools and Junior Lyceums? What factors hinder or support the use of computers in the teaching and learning of mathematics in Malta? What measures can encourage Maltese secondary mathematics teachers to integrate computers in their teaching? The two research instruments used in the study consisted of a questionnaire that was distributed to one hundred fifty nine mathematics teachers in State Secondary Schools and Junior Lyceums. Twelve teachers taking part in the survey also volunteered to take part in a semi-structured interview. A statistical analysis showed that teachers taking part in the survey are making only sporadic use of computers in mathematics lessons. Computer use does not seem to be related to age, teaching experience, gender and type of school. However, younger and less experienced teachers seem to have more computer skills and more positive attitudes towards computers. High users of computers at home tend to make more use of the computers in mathematics lessons. Teachers who stated that their colleagues have a "positive" attitude towards the use of computers in mathematics lessons also seem to make more use of computers in mathematics lessons. According to the teachers participating in the study, the two most common barriers to using computers in mathematics lessons are the large number of pupils in class and time constraint in relation to syllabus coverage. Teachers who think that the use of computers hinders syllabus coverage were found to make less use of computers in mathematics lessons. Many teachers declared constructivist views of teaching and learning, that students understand mathematical concepts better with appropriate software, that the computer makes mathematics lessons more interesting and that the computers motivates students to learn mathematics. The semi-structured interviews confirmed the survey results. Two explanations have been put forward to explain the discrepancy between teachers' attitudes towards the use of computers and the use they make of it in mathematics lessons. First, the way that policy makers look upon an innovation may be different from the way teachers experience the innovation. Second, the culture within which teachers operate might be having a great influence on teachers' beliefs about mathematics teaching and learning.