@article{f08cb79b2c5649968c5cea7008c69d59,
title = "Mixed methods in a study of implementation of technology-based materials in the elementary classroom",
abstract = "Ethnographic techniques and philosophy guided data collection and analysis to determine the extent and nature of implementation of technology-based materials in elementary school mathematics classrooms. However, unlike most ethnographic studies, quantitative data collection and analyses played an important role in the overall findings. Each method provided its own strength. In some cases a blend of both methods afforded a deeper insight than either could provide separately.",
author = "Russek, {Bernadette E.} and Weinberg, {Sharon L.}",
note = "Funding Information: In recent years it has been noted that although computers and calculators are pervasivei n our society, there has been a reluctance by teachers and administrators to put this technology into use in the mathematics classroom (Becker, 1987; Hambree & Dessart, 1986; Lein-wand, 1985;S uydam, 1982).A ccordingly, in an attempt to promote progress in this area of curriculum development, the National Science Foundation (NSF) funded a four-year project entitled, Supplementary Mathematics Materials for a Technological Society (SMMTS) (Goldberg & Sgroi, 1986; Willoughby, 1988). The initial goals of this project were to develop and field test technology-based elementary mathematics curriculum materials. The ultimate goals were to evaluatet he effectiveness of these materials in the classroom setting.",
year = "1993",
doi = "10.1016/0149-7189(93)90024-3",
language = "English (US)",
volume = "16",
pages = "131--142",
journal = "Evaluation and Program Planning",
issn = "0149-7189",
publisher = "Elsevier Limited",
number = "2",
}