Re-Examining the Socioeconomic Factors Affecting Technology Use in Mathematics Classroom Practices

被引：0

作者：

Texas Southern University, United States ^{[1
]}

不详 ^{[2
]}

机构：

[1] Texas Southern University, University of Houston, Texas

[2] University of Texas School of Public Health, Health Science Center School of Public Health

来源：

Int. J. Web-Based Learn. Teach. Technol. | 2007年 / 4卷 / 72-87期

关键词：

cocioeconimic factors; education; technology;

D O I：

10.4018/jwltt.2007100105

中图分类号：

学科分类号：

摘要：

Over the past 15 years a considerable amount of research has been devoted to study of the socioeconomic aspects that affect the use of technology in the mathematics classroom. With the call for curricular and instructional reform, educational institutions have embarked on the process to reform their educational practices to aid the urban student in their quest to obtain quality mathematics and science based education with the integration of technology. The study performed was to reexamine the socioeconomic disparities in the mathematics classroom as it relates to implementing technology interventions to support quality teaching and active student learning. This article is to provide empirical evidence of whether these disparities continue to exist and their effects on student achievement in the mathematics classroom. The results of this study showed an overall positive relationship regarding the use of technology interventions within the mathematics classroom with levels of student achievement, showing a clear signs of continued disparities within mathematics classroom. © 2007, IGI Global. All rights reserved.

引用

页码：72 / 87

页数：15

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