Studying the Practice of High School Mathematics Teachers in a Single Computer Setting

Many studies have examined the teaching of mathematics in technological environments that are accessible both to the teacher and to the students. Nevertheless, some classrooms are equipped with only one computer and a data projector. This study examined case studies of four different teachers who had previously worked in the high-tech industry and then became high school mathematics teachers that used technology in the classroom. Two technological environments were examined: (1) an environment in which teachers used a computer and a projector and (2) an environment that also included an interactive whiteboard (IWB). The study aimed at characterizing teaching practices and teacher knowledge in these two environments. An innovative framework was developed, based on three lenses: (1) the teachersג€™ goals; (2) the technological resources used; and (3) the way these resources were used. Findings indicate that teachers used a whole-class lecture style of teaching, mostly for explaining concepts. Although the teachers attempted to demonstrate mathematical concepts dynamically, either they tended to use the technology statically or they avoided using it. The teachers mostly used the IWB as a non-digital whiteboard.