Technology Use in the Mathematics Classroom and How Teachers\u27 Beliefs about Technology Impacts That Usage

This study examined the beliefs and practice of high school mathematics teachers in southwest Missouri. The purpose of the research was to explore what types of technology are being used in the mathematics classroom, how the technology is being used, and how the teacher\u27s beliefs about technology in the mathematics classroom changes the way the instructor teaches. This thesis also examined if an increased use of student-centered technology in the mathematics classroom indicated a pedagogical emphasis of student-centered instruction. The participating teachers (N=32) completed a questionnaire, a beliefs survey, and a teacher journal. It was found that the teachers\u27 beliefs about the use of technology did not impact how they teach. The study supports that an increased use of student-centered technology in the mathematics classroom indicated a pedagogical emphasis on student-centered instruction