Technology in mathematics education: A descriptive study of the availability and uses of calculators and computers in public high school mathematics classes in the state of Virginia

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) without the financial support from the State of Virginia, sufficient numbers of graphing calculators and computers would not be available at these schools; (2) without a mandate from the State in the form of Standards of Learning for Virginia Public Schools many teachers would not be using graphing calculators in the classroom; and (3) teachers have chosen to take a reactive approach to professional development activities in response to the aforementioned State initiatives. Analysis of the results should aid school divisions in planning purchases, developing training activities that will enable teachers to better implement technology use, and more fully incorporate the use of calculators and computers in SOL mathematics courses.