Designing mathematical-technological activities for teachers using the Technology Acceptance Model

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Authors

Stols, Gerrit Hendrikus

Journal Title

Journal ISSN

Volume Title

Publisher

Association of Mathematics Education of South Africa

Abstract

The objective of this study was the design and development of mathematical technological activities. The guiding model in developing these activities was the Technology Acceptance Model (TAM). The two main issues to address, according to the model, are the “perceived ease of use” and the “perceived usefulness” of the software. The activities were used, refined and tested in a professional development programme which consisted of five hands-on laboratory sessions, lasting 2 hours each, spaced over a 3-month period. The study found that the approach of letting teachers experience technology while engaged in authentic mathematical tasks promotes the perceived usefulness of Geometer’s Sketchpad (GSP) by the teachers. At the end of the series of workshops, 91% of the teachers indicated in the summative evaluation that these workshops helped them to understand geometry better. This finding was supported by the 21.5% increase in the pre-test and post-test average score.

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Keywords

Mathematical activities, Teachers, Technology Acceptance Model, Technological activities

Sustainable Development Goals

Citation

Stols, G 2007, 'Designing mathematical-technological activities for teachers using the Technology Acceptance Model', Pythagoras, vol. 65, pp. 10-17. [http://www.amesa.org.za or http://www.journals.co.za/ej/ejour_amesap.html]