Abstract:
The low level of use of graphic calculators by mathematics teachers is a major
concern of curriculum developers and teacher educators. While several reasons have
been advanced to explain this situation, recent developments have shown that there is
a need to examine not only teachers' skills in the use of the calculators but more
importantly the link between teachers' attitudes and beliefs about mathematics and
the use of graphic calculators to support classroom instruction. In this paper we
describe an instrument (Teachers' Attitudes Toward Information Technology
Questionnaire, TAT) that would allow researchers to generate data about the above
link and develop strategies for encouraging a higher and more effective use of
graphic calculators by mathematics teachers.
