Abstract
This paper aims to examine the impact of digital tools in mathematics and the readiness of teachers and students applying these interactive tools in teaching. The data used in the research are obtained from the test results of 526 students, in five secondary schools in North Macedonia. The students in this research, are divided into two groups: mainly as a control group and an experimental group. The control group is the group of students who do not have access to the interactive tools at home and who use interactive tools only once a week in the school while the group of students in the experimental group have access to them and have the opportunity to use these interactive applications every day. The students in the control group and the experimental group were selected from the same year and the gender equality of the groups was taken into account. To further understand the relationship between teaching with digital tools and learning after testing was surveyed the participants. The results in our research suggest that interactive teaching tools have a positive impact on the teaching process and increase students' knowledge.
Highlights
One of the most important characteristics that distinguish human beings from other living creatures is his cognitive capacity of learning and teaching
What are the additional steps that should be taken to help students understand the lesson with digital tools?
Students who are not accustomed to the freedom and responsibility have difficulties to achieve results in teaching with digital tools
Summary
One of the most important characteristics that distinguish human beings from other living creatures is his cognitive capacity of learning and teaching. The experiences of the oldest have been transferred to the younger generation. Along with the development of society, a more successful organization teaching process should be required, the acquisition of new knowledge and skills from younger generations. Students acquire the knowledge as well the skills that they are able to use them for further improvement. Teaching as the most significant part of education has two objectives which are classified - as general and specific objectives (Woolfolk, 2016). General objectives are characterized by practical upbringing and educational indicators. There is a mutual synthesis between these characteristics, but there are some differences
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