Exploring secondary mathematics teachers' reasons for avoiding the use of computers in teaching

Much of the research on the role of computers in mathematics learning has indicated that they have a potentially positive role to play in developing student cognition and affect. Despite the availability of appropriate hardware and software many teachers resist the use of computing technology in their mathematics teaching. There have been a number of studies that have indicated that variables including fear and anxiety and lack of knowledge are important variables in explaining mathematics teachers' reported reluctance to engage computers in their teaching. The literature is rich in studies that have related teachers' beliefs about mathematics and teaching to teaching practice. However, empirical studies linking teachers' beliefs to avoidance of computer use in teaching have been scant.

The main aims of the study are to determine how teachers are responding in their teaching practice to the claimed potential of computing power. The first is to examine factors that facilitate or hinder teachers' use of computers, in particular to examine relationships between teachers' beliefs and pedagogy and their responses to computers. Finally models will be constructed to improve our understanding of teachers' responses. In order to achieve these objectives the study uses qualitative methods and multiple data sources in seven technology rich schools. Although teacher knowledge and expertise was an important consideration, teachers' beliefs about mathematics, teaching and their current practices were strongly linked to their images of the roles that computers could play in their mathematics teaching. Teachers who rejected the role of exploratory software in the teaching of mathematics did so for educational reasons. This response was linked to their essentially absolutist images of the nature of school mathematics which also found expression in the form of a teacher-centred pedagogy which was consistent with their transmission images of teaching and learning. Other teachers who had similar beliefs and practices accepted the calculational potential of computers. Finally, teachers who embraced both the calculational and conceptual potential of computers were found to have f allibist images of mathematics, constructivist beliefs about learning and learner-focused pedagogy.

Cultural factors including the leadership of senior staff and support of peers was also found to affect teachers' responses to computer's potential. Models explaining the interactions between teachers' beliefs and actions in relation to the avoidance or desire to embrace the potential of computer technology were constructed. These models have implications for the professional development of teachers.