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|Title:||Teachers' Perceptions and Classroom Application of Mathematical Computer Software||Contributor(s):||Hay, Ian (author); Booker, George (author)||Publication Date:||2006||DOI:||10.1891/194589506787382350||Handle Link:||https://hdl.handle.net/1959.11/9501||Abstract:||Mathematics teachers from elementary and secondary school settings reported that the main advantage of instructional software pertained to enhancing students' motivation and educational experiences, whereas the main disadvantage pertained to the poor content and sequencing of much of the available software. Teachers typically used software as a supplemental activity but wanted more programs that encouraged students' cognitive reasoning, problem-solving and higher-order thinking skills in mathematics. These findings support the notion that although use of computer software has the potential to motivate, provide practice, and facilitate students' learning and thinking in mathematics, students still require appropriate teacher-led instruction to enhance their mathematics knowledge as they interact with the software.||Publication Type:||Journal Article||Source of Publication:||Journal of Cognitive Education and Psychology, 6(1), p. 61-71||Publisher:||Springer||Place of Publication:||United States of America||ISSN:||1945-8959
|Field of Research (FOR):||130306 Educational Technology and Computing||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 110
|Appears in Collections:||Journal Article|
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