Supporting Teachers With The Introduction of Technology Into The Mathematics Classroom: A Case Study In Victoria, Australia

Abstract

In 1995, the Victorian Board of Studies in Australia approved the use of graphics calculators in statewide Year 12 mathematics examinations as of 1997. At the same time wider use of technology throughout the school mathematics curriculum was encouraged. This paper describes the development and implementation of a centrally provided professional development program aimed at helping teachers introduce the graphics calculator into the teaching and assessment of Year 12 mathematics. It also discusses the subsequent emergence of on-going professional development programs developed by teacher organisations, universities and industry. It concludes with a report on a statewide survey conducted in 1998 to assess teachers' attitudes to the introduction of graphics calculators into the curriculum and their perception of its impact on the teaching and learning of mathematics.