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? What measures can encourage 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 mathematics teachers in state Secondary Schools and Junior Lyceums. A small sample of the teachers taking part in the survey also volunteered to take part in a semi-structured interview.

A statistical analysis of the survey results showed that teachers taking part in the survey are making only irregular use of computers in the teaching and learning of mathematics. Computer use does not seem to be related to age, teaching experience, gender and type of school (Secondary or Junior Lyceum). However, younger and less experienced teachers do seem to have more computer skills and more positive attitudes towards computers than older and more experienced teachers. Besides, high users of computers at home seem to be making more use of the computers in mathematics lessons. A difference in computer use was also found between teachers who think that their colleagues have a “positive” attitude towards the use of computers in mathematics lessons and those who think that their colleagues have a “negative” attitude towards the 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 were 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 than those who did not. 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 more or less 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 are interpreted in terms of the divergence between the way that policy makers look upon an innovation and the way teachers experience the innovation. Second, the culture within which teachers operate, gives rise to, in many cases, conflicting beliefs about mathematics teaching and learning.

Masters Ed. 2005

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