Teaching Mathematics in Early Childhood Education with ICT: The Views of Two Contrasting Teachers’ Groups

Konstantinos Lavidas,Vassilis Komis,Artemis Eleftheriadi

doi:10.21601/jdet/11117

Konstantinos Lavidas, Vassilis Komis + Show 1 more

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https://doi.org/10.21601/jdet/11117

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Abstract

The aim of this study is to compare the views of preschool teachers using ICT to those who do not, on the basis of the benefits and the barriers that ICT bring in teaching and learning mathematics. Twenty preschool teachers took part in this study: nine who do not use ICT and eleven, who do use them for teaching mathematics. Data were collected with semi-structured interviews and analyzed using the thematic content analysis method. Results indicate that preschool teachers, who use ICT in teaching mathematics, teach mathematical concepts such as spatio-temporal, orientation, classification, matching, serializations, quantities, mathematical operations, patterns, comparisons, volume, shapes, and size. Moreover, despite the benefits of ICT observed by teachers of both groups, but mainly from the one using ICT, the overall use of ICT in the teaching of mathematics is obsoleted. The main barriers of ICT integration, according to preschool teachers are the lack of training on its integration and the preschool teachers’ role during the teaching of mathematics. Implications for in-service teacher training and educational policy are discussed.

Highlights

The rapid development of Information and Communication Technologies (ICT), in recent years, has brought significant developments in global education systems (Dooley et al, 2014)
Throughout the interviews it was observed that all preschool teachers teach mathematics in their classroom exactly as defined by the curriculum, either in routines or in organized activities while always considering the children’s abilities in every class
The aim of the research was to compare the views of two groups of preschool teachers, Group TA, who does not use ICT in teaching and learning mathematics and Group TB who use ICT for this purpose

Summary

Introduction

The rapid development of Information and Communication Technologies (ICT), in recent years, has brought significant developments in global education systems (Dooley et al, 2014). According to the National Council for Educational Mathematics (NCTM, 2015), technology is an integral part of encouraging mathematical skills in kindergarten as well. Toddlers can develop their critical and creative scientific thinking, as well as their interest in mathematics (Clements & Sarama 2016; Dooley et al 2014). Preschool teachers state their willingness to use ICT in teaching and learning in various subjects (Sanchez et al, 2012), them using of ICT for teaching mathematics is quite limited too (Clements, 2002; Nikolopoulou, 2020). Research examining preschool teachers’ views on the use of ICT in teaching and learning, especially in mathematics, is quite limited (Clements, 2002; Fox et al, 2016)

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