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

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

Emiel Owens, Holim Song, Terry T. Kidd
Copyright: © 2009 |Pages: 16
ISBN13: 9781605660523|ISBN10: 1605660523|EISBN13: 9781605660530
DOI: 10.4018/978-1-87828-991-9.ch093
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MLA

Owens, Emiel, et al. "Re-Examining the Socioeconomic Factors Affecting Technology Use in Mathematics Classroom Practices." Human Computer Interaction: Concepts, Methodologies, Tools, and Applications, edited by Chee Siang Ang and Panayiotis Zaphiris, IGI Global, 2009, pp. 1468-1483. https://doi.org/10.4018/978-1-87828-991-9.ch093

APA

Owens, E., Song, H., & Kidd, T. T. (2009). Re-Examining the Socioeconomic Factors Affecting Technology Use in Mathematics Classroom Practices. In C. Ang & P. Zaphiris (Eds.), Human Computer Interaction: Concepts, Methodologies, Tools, and Applications (pp. 1468-1483). IGI Global. https://doi.org/10.4018/978-1-87828-991-9.ch093

Chicago

Owens, Emiel, Holim Song, and Terry T. Kidd. "Re-Examining the Socioeconomic Factors Affecting Technology Use in Mathematics Classroom Practices." In Human Computer Interaction: Concepts, Methodologies, Tools, and Applications, edited by Chee Siang Ang and Panayiotis Zaphiris, 1468-1483. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-87828-991-9.ch093

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Abstract

Over the past 15 years a considerable amount of research has been devoted to study of the socioeconomic aspects that affect the use of economic 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 economic 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.

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