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Teachers' Conceptions of Mathematics and Intelligent Tutoring System Use
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Teachers' Conceptions of Mathematics and Intelligent Tutoring System Use. |
| 개인저자 | Glaze, Andrew R. |
| 단체저자명 | Utah State University. Education and Human Services. |
| 발행사항 | [S.l.]: Utah State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 172 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781085667593 |
| 학위논문주기 | Thesis (Ph.D.)--Utah State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Moyer-Packenham, Patricia. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | The purpose of this mixed-methods study was to investigate the relationship between teachers' conceptions of mathematics and their use of intelligent tutoring systems for mathematics instruction. Intelligent tutoring systems are adaptive computer programs which administer mathematics instruction to students based on their cognitive state. A conception is a mixture of beliefs and knowledge. The participants in this study were 93 junior high school mathematics teachers from three school districts in the Midwest. Data were gathered using a two-part online survey. The first part of the survey contained questions about their use of intelligent tutoring systems, graphing calculators, Desmos and dynamic geometry software. The second part of the survey contained Likert questions from the teachers' version of the Conceptions of Mathematics Inventory. Desmos is a website providing interactive classroom activities and a user-friendly graphing calculator. Dynamic geometry software is a class of interactive geometry programs. The quantitative analysis revealed no statistically significant interactions between teachers' conception scores and intelligent tutoring system use, or between teachers' conception scores and how intelligent tutoring systems were used. There were statistically significant interactions between teachers' conception scores and their use of graphing calculators, Desmos, and dynamic geometry software. The qualitative analysis revealed that teachers used intelligent tutoring systems for differentiation. Teachers used graphing calculators, Desmos, and dynamic geometry software for visual, computational, and exploratory purposes. Teachers exclusively using intelligent tutoring systems to incorporate technology should also incorporate technology which promotes student exploration. |
| 일반주제명 | Educational psychology. Educational evaluation. Instructional design. Mathematics education. Secondary education. Educational technology. Elementary education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
