| Summary: | Thesis (Ph.D.)--University of Hawaii at Manoa, 2008. === A qualitative case study involved observing and interviewing two high school mathematics teachers and 48 high school students in three Advanced Placement (AP) mathematics classes. The study focused on what students and teachers thought about the integration of technology in mathematics education, on how they actually used technology in class, on whether technology helped students to learn cooperatively, and on whether technology helped teachers improve their instruction. === Collective results from questionnaire data, interview data, and class observations helped to build an understanding about how technology was used in the three secondary mathematics classrooms. Before classes were observed, all students completed questionnaires and the first teacher interviews were conducted. Observations of classes were followed by a second round of teacher interviews and student interviews. === The results of numerous national and international assessments have raised concerns regarding secondary mathematics education in the United States. According to government reports, there has been a significant increase in the use of technology in U.S. schools in the last decade. However, student achievement in mathematics has not improved during this time. === The students and teachers extensively used graphing calculators and strongly believed that technology helped them learn and teach mathematics by helping them to visualize the abstract concepts of mathematics. The use of technology prompted students to interact more with each other. Also discussed by the teachers and students were additional reasons for their belief that technology integration positively influenced their learning and teaching, how students used technology to learn, and how teachers technology to teach. === Includes bibliographical references (leaves 220-227). === Also available by subscription via World Wide Web === 227 leaves, bound 29 cm
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