Changes in pre-service teachers' algebraic misconceptions by using computer-assisted instruction

Cheng Yao Lin, Yi Yin Ko, Yu Chun Kuo

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully. pre-service elementary mathematics teachers must he equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in pre-service teachers' misconceptions of algebra and their attitudes towards using computers in teaching mathematics between computer-assisted instruction ami lecture instruction. The results of the study suggest that pre-service teachers in both instructions have similar algebraic misconceptions and attitudes about teaching mathematics with computers. Even though there was no significant difference in algebraic misconceptions and beliefs about integrating computers into teaching mathematics between the participants in computer-assisted instruction and lecture-based instruction, both instructions were effective to increase pre-service teachers' knowledge of parentheses usage. symbolism, and equality and attitudes of using computer in teaching mathematics in terms of confident and liking It is recommended that more attention should be paid to teaching and learning algebra with computer-supported instruction in mathematics teacher education programs so thai pre-service teachers gain experience In integrating technology into classrooms.

Original languageEnglish (US)
Pages (from-to)89-102
Number of pages14
JournalInternational Journal for Technology in Mathematics Education
Issue number3
StatePublished - Jan 1 2014
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications
  • Computational Theory and Mathematics


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