Internet Applications in the Mathematics Classroom: University Courses for Prospective Teachers

Jack A. Carter
jcarter@csuhayward.edu
Department of Mathematics and Computer Science
California State University, Hayward
U.S.A

Beverly J. Ferrucci
bferrucc@keene.edu
Mathematics Department
Keene State College
U.S.A

Abstract

Internet projects were incorporated into a series of university mathematics courses for pre-service teachers. The projects called for the prospective teachers to develop a web site for their future students to review and practice mathematical topics and to use learning links and a discussion forum for investigating mathematical questions. To complete their web site constructions, the future teachers modified existing pages within a web site, then created and uploaded new web pages using spreadsheets, mathematical graphs, text, tables, images, and links.

Analysis of performances on the project, exam scores on project topics, and post-project questionnaires showed that scores on the Internet project and on exam items were comparable to other major performance measures in the course. More than 2/3 of the future teachers indicated they enjoyed the project and had learned the skills necessary to build web sites. Most of the pre-service teachers also stated that, in their own mathematics classrooms, they expected to use the Internet as an informational resource, as a means for facilitating communication between themselves, students, and parents, or as a source of instructional games.The future teachers further indicated that they expected discussion forums and learning links within their mathematical web sites to serve as networking tools that would encourage students to communicate and reflect on the mathematics.

Based on the results from the Internet projects, there was evidence that students found inserting background images or links to the WWW more difficult than inserting graphics images or links within web sites.Also, providing more details about the content requirements for new web pages appeared to enhance the emphasis on the mathematics within the projects. Finally, the instructors judged the projects as appropriate and worthwhile components of a mathematics content course for prospective teachers.

?1999. ATCM, Inc