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ERIC Number: ED550264
Record Type: Non-Journal
Publication Date: 2012
Pages: 180
Abstractor: As Provided
ISBN: 978-1-2677-9150-4
Teacher Self-Efficacy and the Use of the Internet to Cultivate Mathematics Literacy
Letwinsky, Karim Medico
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The purpose of this quantitative study was to investigate the relationship between mathematics teachers' self-efficacy and the use of technology and the Internet in secondary education classrooms. The focus was on the Internet as a tool to promote mathematics communication and literacy in the online environment. A total of 100 mathematics teachers in grades 7-12 from the Northeast region of the state of Pennsylvania completed the Internet based survey. One-way ANOVA, Pearson product moment correlation tests, and various descriptive statistics applied to data. Results revealed a significant relationship between teachers' attitude toward using technology for cultivating mathematics literacy and personal self-efficacy (p < 0.05). A significant relationship was not found between years of experience and technology use, or between the level of self-efficacy and technology use (p > 0.05). An important recommendation from this study is to investigate why teachers, who maintain a highly positive attitude toward using technology and an equally high level of self-efficacy, two key indicators for technology integration, are not using more technology to help cultivate mathematics communication and literacy in grades 7-12. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; Grade 7; Grade 12; Grade 8; Grade 9; Grade 10; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania