Grade 9 Teachers Use of Technology in Linear Relations

摘要: The purpose of this study is to examine secondary mathematics teachers’ perceptions about technology integration in teaching the grade 9 Linear Relations Unit and investigate impact these everyday practices on development student tasks, construction content knowledge, facilitation students’ mathematical communication within context mathematics. Case studies were conducted with three teachers urban schools Ontario. Qualitative data was collected through a series ongoing classroom observations teachers. Additionally, interviews at beginning end collection phase each teacher. The results from suggest that perceived assisted them to: 1) create interactive dynamic learning environments which helped make meaningful students; 2) guide their instruction closely monitor understanding track progress, by providing real time feedback; 3) help struggling students move forward when they did not master prerequisite skills required build upon new math concept develop interpretative problem solving skills; 4) differentiate address different styles making abstract more tangible helping connect words images graphs; 5) teach verify validate answers check for correctness, as well avoid relying only visual aspect mathematics; 6) assist skills. Implications findings future research suggestions integrating technology, Unit, are also included.%%%%PhD