Abstract
The purpose of this descriptive study was to investigate the availability and
distribution of calculators and computers for the mathematics classes in public high
schools across the State of Virginia; examine professional development activities used by
teachers to prepare for the use of calculators and computers in the classroom; explore
factors that may guide and influence mathematics teachers in the use of calculators and
computers; examine the familiarity and degree of influence assigned by teachers to
documents advocating technology use in mathematics education; determine in which
SOL courses - Algebra I, Geometry, Algebra II, Math Analysis, Calculus, Discrete
Mathematics, Probability & Statistics, and Computer Mathematics - calculators and
computers are being used, as well as the frequency and type of usage; and explore the
ways in which teachers have incorporated the use of calculators and computers into
mathematics courses, as well as the problems overcome and successes which have
resulted.
The study surveyed the mathematics department heads from 80 public high
schools from school divisions located throughout the State of Virginia through the use of
a self-administered mail questionnaire. From these questionnaires, the data gathered
about calculator and computer availability, factors influencing teachers' professional
development, and actual usage in SOL courses were analyzed to provide a picture of the
current state of technology use in the high school mathematics programs of these high
schools. Results from this study indicate that: (1) Through funding provided by the State
of Virginia, adequate quantities of graphing calculators and computers exist for use by
students in mathematics classes; (2) the widespread use of graphing calculators in the
classroom is being driven by the Standards of Learning for Virginia Public Schools;
computer use is more limited, despite the availability of computers in classroom and lab
settings; and (3) teachers are reported as wanting more professional development
activities designed for incorporating calculator and computer use into the classroom, but
have taken only limited advantage of existing opportunities, preferring to use self-training
and school or division in-service activities to satisfy their needs.
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