Math-elearning@cat: Key factors in the use of information technologies in secondary mathematical education

Cristina Steegman; Alejandra Pérez-Bonilla; Montserrat Prat; Angel A. Juan

doi:10.12802/relime.13.1932

Math-elearning@cat: Key factors in the use of information technologies in secondary mathematical education

Cristina Steegman, Alejandra Pérez-Bonilla, Montserrat Prat, Angel A. Juan

Department of Teaching of Mathematics and Experimental Sciences

Research output: Contribution to journal › Article › Research › peer-review

Abstract

© 2016, Comite Latinoamericano de Matematica Educativa. All rights reserved. This article presents the main results obtained during the development of the research project Math-Elearning@cat, contextualized in secondary education. The main purpose of this research is to identify those factors which in the opinion of teachers are more relevant when it comes to mainstream Information Technologies and Communication Technologies (ICT) in mathematical subjects. This is a hybrid study, and it is based on a survey of mathematics teachers in secondary education in Catalonia (Spain).To analyze the data obtained, we used factor analysis techniques. The analysis shows that there are four factors involved in a relevant way of ICT use in mathematics classrooms. Another result of the study is the finding that teachers have, in general, a positive predisposition to the use of ICT in their teaching, although this theoretical predisposition does not seem to correspond to actual use.

Original language	English
Pages (from-to)	287-310
Journal	Revista Latinoamericana de Investigacion en Matematica Educativa
Volume	19
Issue number	3
DOIs	https://doi.org/10.12802/relime.13.1932
Publication status	Published - 1 Jan 2016

Keywords

E-learning
Factor analysis
Information technology and communication technology (ICT)
Mathematics education
Secondary education

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title = "Math-elearning@cat: Key factors in the use of information technologies in secondary mathematical education",

abstract = "{\textcopyright} 2016, Comite Latinoamericano de Matematica Educativa. All rights reserved. This article presents the main results obtained during the development of the research project Math-Elearning@cat, contextualized in secondary education. The main purpose of this research is to identify those factors which in the opinion of teachers are more relevant when it comes to mainstream Information Technologies and Communication Technologies (ICT) in mathematical subjects. This is a hybrid study, and it is based on a survey of mathematics teachers in secondary education in Catalonia (Spain).To analyze the data obtained, we used factor analysis techniques. The analysis shows that there are four factors involved in a relevant way of ICT use in mathematics classrooms. Another result of the study is the finding that teachers have, in general, a positive predisposition to the use of ICT in their teaching, although this theoretical predisposition does not seem to correspond to actual use.",

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Math-elearning@cat: Key factors in the use of information technologies in secondary mathematical education. / Steegman, Cristina; Pérez-Bonilla, Alejandra; Prat, Montserrat; Juan, Angel A.

In: Revista Latinoamericana de Investigacion en Matematica Educativa, Vol. 19, No. 3, 01.01.2016, p. 287-310.

Research output: Contribution to journal › Article › Research › peer-review

TY - JOUR

T1 - Math-elearning@cat: Key factors in the use of information technologies in secondary mathematical education

AU - Steegman, Cristina

AU - Pérez-Bonilla, Alejandra

AU - Prat, Montserrat

AU - Juan, Angel A.

PY - 2016/1/1

Y1 - 2016/1/1

N2 - © 2016, Comite Latinoamericano de Matematica Educativa. All rights reserved. This article presents the main results obtained during the development of the research project Math-Elearning@cat, contextualized in secondary education. The main purpose of this research is to identify those factors which in the opinion of teachers are more relevant when it comes to mainstream Information Technologies and Communication Technologies (ICT) in mathematical subjects. This is a hybrid study, and it is based on a survey of mathematics teachers in secondary education in Catalonia (Spain).To analyze the data obtained, we used factor analysis techniques. The analysis shows that there are four factors involved in a relevant way of ICT use in mathematics classrooms. Another result of the study is the finding that teachers have, in general, a positive predisposition to the use of ICT in their teaching, although this theoretical predisposition does not seem to correspond to actual use.

AB - © 2016, Comite Latinoamericano de Matematica Educativa. All rights reserved. This article presents the main results obtained during the development of the research project Math-Elearning@cat, contextualized in secondary education. The main purpose of this research is to identify those factors which in the opinion of teachers are more relevant when it comes to mainstream Information Technologies and Communication Technologies (ICT) in mathematical subjects. This is a hybrid study, and it is based on a survey of mathematics teachers in secondary education in Catalonia (Spain).To analyze the data obtained, we used factor analysis techniques. The analysis shows that there are four factors involved in a relevant way of ICT use in mathematics classrooms. Another result of the study is the finding that teachers have, in general, a positive predisposition to the use of ICT in their teaching, although this theoretical predisposition does not seem to correspond to actual use.

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KW - Factor analysis

KW - Information technology and communication technology (ICT)

KW - Mathematics education

KW - Secondary education

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JO - Revista Latinoamericana de Investigacion en Matematica Educativa

JF - Revista Latinoamericana de Investigacion en Matematica Educativa

SN - 1665-2436

IS - 3

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