Use Of Technology In Mathematics Education Research Articles

Teachers’ Use of ICT Facilities in Mathematics Education

Mathematics education is a crucial component of a well-rounded education, providing students with essential problem-solving skills and critical thinking abilities. Utilization of ICT in the teaching context has had a major positive impression, especially on teachers. ICT facilities are now used as a tool for mathematics teaching and learning to satisfy the needs of both teachers and learners. This study aimed to investigate teachers’ technology use in Mathematics Education in four selected public secondary schools. The study employed a survey design. A straightforward random selection method was used to select and include fourteen individuals in this investigation. The data presented was gathered through questionnaires. Using percentage and mean, the information that was collected was examined. Fourteen mathematics teachers that were selected for the study had an average mean of 3.68, revealing that the majority of secondary mathematics teachers use of ICT facilities to support the teaching of mathematics. To increase the use of ICT facilities in secondary schools, it is advised that teachers keep utilizing technology in the classroom. The findings of this study contribute to the existing body of research on effective ICT utilization in Mathematics Education.

The Use of Technology in Korean Mathematics Education: A Systematic Review

The use of educational technology has the potential to enhance teachers’ instructional quality and student achievement. The international research community has conducted various studies to address the opportunities and challenges of using technologies for teaching and learning mathematics education. However, relatively little attention has been given to identifying research topics in Korean domestic research. Therefore, the present study aims to provide a systematic literature review that identifies and compares the research topics studied nationally and internationally. The domestic literature was collected from the KCI database. We employed a topic modeling technique to analyze overall research topics and trends in technology use in mathematics education. Additionally, we compared these findings with our previous studies where we examined international research trends. This study revealed some similarities and differences in research trends between domestic and international studies and suggested implications for future studies.

Exploring research trends of technology use in mathematics education: Ascoping review using topic modeling.

This study performed a scoping review of the literature concerning the use of technology in mathematics education published between January 1981 and March 2022 to explore research trends. After the defined filtering process, we retrieved 2,433 articles from Web of Science, ERIC, and PsycInfo databases and employed Latent Dirichlet Allocation (LDA) topic modeling to extract key terms and topics from the selected articles. The analysis focused on the four aspects: (a) evolution of research trends of technology use in mathematics education, (b) frequently used words, (c) latent research topics, and (d) research trends for particular topics. The findings revealed a steady increase in research interest, and the combination of frequently used words in the article abstracts suggests popular research topics that have been studied during the set period. The results of LDA identified seven research topics that were not precisely aligned with those identified in prior studies on mathematics education or educational technology. This implied technology integration into mathematics education as a distinctive research area. Over time, the seven topics showed different research trends (stable, fluctuating, increasing, and decreasing). We discussed plausible reasons for these varied patterns and proposed implications based on the research findings.

An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms

The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.

Pre-Service Teacher Training in Mathematics Using Tablet PC Technology

This study focuses on the use of innovative Tablet PC technology in learning and teaching mathematics. Specifically the effects of incorporating Tablet PC technology in pre-service teachers' mathematics education were analyzed. The significant impact of technology use in mathematics education was assessed by evaluating and comparing students' final project and course grades. Grade performance of two groups of students was compared. One group was the treatment group where students extensively used Tablet PCs to work on mathematical investigations and explorations and to create lesson plans and animated games through PowerPoint presentations. The other group was the control group where students worked on identical mathematics investigations and created lesson plans without utilizing any technology. The outcome shows that the technology enhanced group achieved significantly higher scores than the control group. This outcome indicates a greater improvement in the treatment group's understanding of mathematical content versus that of the control group's.

Assessing effects of technology usage on mathematics learning

Computer-based technologies are now commonplace in classrooms, and the integration of these media into the teaching and learning of mathematics is supported by government policy in most developed countries. However, many questions about the impact of computer-based technologies on classroom mathematics learning remain unanswered, and debates about when and how they ought to be used continue. An increasing number of studies seek to identify the effects of technology usage on classroom learning, and at a time when governments are calling for ‘evidence-based’ policy development, many studies applying quasi-scientific methodologies to this field of practice are emerging. By analysing a series of conceptual frameworks for assessing the use of computer-based technologies to support school learning, this article emphasises the value of research into the relationship between technical and conceptual aspects of technology use in mathematics education and beyond, and challenges the usefulness of large-scale, quasi-scientific studies that focus on educational inputs and outputs.