Abstract:

Technology-based lessons with the mediation of dynamic geometry software (DGS) have shown to facilitate students’ construction of mathematical knowledge and understanding. Despite the endorsement of technology in mathematics professional organization and educational department, its application in real classroom is not as widely as it is expected. This paper seeks to understand in-service teachers’ salient beliefs of using dynamic geometry software in mathematic classes. With the salient beliefs obtained, it may shed light to design customized professional development opportunities for mathematics teachers. It also helps school leaders to develop school-based strategies to implement technology-based instruction. The theory of planned behavior is used as a theoretical framework for analyzing teachers’ beliefs and intention of using DGS. Thirty teachers with the experience of using dynamic geometry software are invited to fill in an on-line survey of nine open-ended questions and some background information. Quantitative content analysis is used to categorize teachers’ responses.

Results showed that mathematics teachers had both positive and negative beliefs on the outcomes of using DGS in mathematical class. Their intention to use DGS in mathematical class is due to the purposes of improving the quality of teaching, students’ engagement in class and their mathematics achievement. Teachers are facing new pedagogical issues in DGS-based instruction, e.g. the lack of practice by students in DGS-based environment. In the dimension of normative beliefs, it is found that if school leaders acknowledge the value of DSG-based instruction, mathematics teachers are likely to engage more. In terms of perceived belief control, teachers consider that workload required to conduct DGS-based instruction is quite huge. They also lack of the self-efficacy in the operation of DGS.

Keywords:

Beliefs, mathematics teachers, dyanmic geometry software.