Author Type

Graduate Student

Date of Award

2013

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Abstract

This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources.

Extent

xv, 323 p. : ill.

Comments

by Ana Escuder.|Thesis (Ph.D.)--Florida Atlantic University, 2013.|Includes bibliography.|Mode of access: World Wide Web.|System requirements: Adobe Reader.|by Ana Escuder.

Identifier

FADT3362325

Format

pdf

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