期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2015
卷号：11
期号：1
页码：139-148
DOI：10.12973/eurasia.2015.1312a
出版社：Pamukkale Univ Dept Sci Education
摘要：Even though dynamic geometry software (DGS) is becoming an emergent instructional tool for mathematics teachers, many teachers are still in the process of consideration about whether to use it. In order to encourage teachers to use DGS, this study seeks to discover mathematics teachers’ salient beliefs about the use of DGS in mathematics class. The theory of planned behaviour serves as the theoretical framework for understanding teachers’ intentions to use DGS. Thirty mathematics teachers who have knowledge of and experience using DGS were invited to fill out an online survey. Content analysis of teachers’ responses was analysed using the theory of planned behaviour. The behavioural, normative and control beliefs of mathematics teachers using DGS in class were identified. These noticeable beliefs of teachers may be used to create conditions for teachers to successfully integrate this new tool in mathematics class.
关键词：In-service secondary school mathematics teacher; beliefs; dynamic geometry software.
