| Research indicates that graphing calculators have the potential to enhance mathematics teaching and learning. Many studies reported a positive effect of graphing calculators on students' achievement and attitude toward technology.; This study focused on the teacher who is the primary resource of the graphing calculator's impact on student performance. The researcher examined personal factors that might influence teachers' decisions about graphing calculator use in their mathematics instruction. A model was developed and tested that best describes teachers' various graphing calculator uses in terms of purpose, types of tasks assigned, application, frequency of use, teachers' and students' role, teachers' expectations and direction of student work, and assessment issues.; Two hundred thirty-seven questionnaires were sent to high school mathematics teachers and college professors who taught Algebra, Precalculus or Calculus level courses. The response rate was slightly above 70%. Qualitative data were also gathered through classroom observations and interviews with nine volunteering respondents.; Data analysis revealed that the most important personal factors influencing teachers' decisions were professional development, beliefs, mathematical and pedagogical knowledge, and familiarity with graphing calculators. Teaching experience, education background, and personal use of the calculator did not play an important role in teachers' decision-making process.; Statistically significant differences were found for several personal factors in the following demographic categories: gender, workplace, highest degree held, teaching experience, age, and use of graphing calculators in teaching.; Analysis of the collected data showed that teachers used graphing calculators differently in their mathematics teaching and that they progressed through different stages while becoming expert users. They used this technology for different purposes, to different extents, with different frequencies in their instructions. The researcher distinguished novice, intermediate and experienced operating levels in teachers' graphing calculator use. Characteristics of each level on all dimensions were described in the developed model. Differences between levels were found on all but two dimensions of the model. The findings supported the model on all but one dimension and levels of graphing calculator expertise. |
