Abstract
(1) Background: This study explores the technological difficulties of mathematics teachers in Italian secondary schools, focusing on the factors that influence their ability to integrate technology in teaching. (2) Methods: A questionnaire was developed and administered to a pilot group of 45 mathematics teachers from vocational secondary schools in Sicily and Veneto, followed by a larger survey with 557 mathematics teachers across Italy. The structural model was analysed using the maximum likelihood method via AMOS software (v.22 SPSS Inc., Chicago, IL, USA). (3) Results: The results highlight the importance of personal commitment in the school context and students’ problem-solving skills as key factors influencing the teachers’ technological challenges. The findings also indicate dissatisfaction with the school institution and families, as well as personal resistance to using information and communication technologies (ICT) in more advanced educational activities. (4) Conclusions: The study underscores the significant impact of these technological difficulties on teachers’ effectiveness in fostering students’ problem-solving abilities, calling attention to the need for better institutional support and strategies to reduce resistance to ICT use in education.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call