Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)

Mailizar Mailizar,Lianghuo Fan

doi:10.29333/iejme/9293

Abstract

This study aimed to examine mathematics teachers’ integration of Mathematics Analysis Software (MAS) in the teaching of mathematics at upper secondary school classrooms. It employed a qualitative approach with classroom observations and interviews for the data collection. The study was carried out in Indonesia, and the participants were ten mathematics teachers from ten secondary schools. The finding suggested that the participants failed to take advantage of pedagogical opportunities to digital technology in facilitating students’ knowledge construction. In addition, this study revealed that the instructional practices with technology at classroom and subject levels were closely related to the type of tasks they set in their lessons. Moreover, the findings indicate that it is important for mathematics teachers to set technology-rich mathematics tasks for students to fully capitalized pedagogical opportunities of Mathematics Analysis Software.

Highlights

In the last decade, the number and variety of digital technology tools for mathematics classroom that students and teachers have access have risen sharply
We identified patterns of teachers’ instructional practice at classroom and subject levels according to the type of tasks they set for the students
This study aimed to examine secondary school mathematics teachers use of Mathematics Analysis Software (MAS) through the lens of the pedagogical map of MAS (Pierce & Stacey, 2010) this study identify relationship between type task set by teacher and their classroom practices at subject and classroom levels

Summary

Introduction

The number and variety of digital technology tools for mathematics classroom that students and teachers have access have risen sharply. One of the digital tools available for the teaching of mathematics is Mathematics Analysis Software (MAS). It is not enough that students and teachers have access to digital tools such as MAS since the teacher plays an important role in how this digital technology is used in teaching and learning process. The matter is teachers’ use of digital technology in their mathematics lessons but how they integrate it (McCulloch et al, 2018). It is regarded that advantages from technology integration depend on teachers’ instructional practices in the classroom

Objectives

Methods

Results

Conclusion