Semantic space of elementary teacher attitudes towards computer teaching assistant
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Abstract
Abstract
This article is aimed at elementary teacher attitudes towards using educational technologies in education, especially in teaching elementary mathematics. The data used were collected by a questionnaire which was created on the principle of semantic differential. Basic statistical characteristics were calculated and a graph of the semantic space was plotted for all of the respondents participating in the study. In general, it is surprising that how differently teachers perceive the use of computers in education on the one hand, and the use of computers in teaching mathematics on the other. The results show that teachers are not convinced that it is meaningful to implement computers into primary mathematics education or that employing multimedia in teaching mathematics might bring educational benefits.
Keywords: Mathematics, computer teaching assistant, education.
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