Use Of Technology In Mathematics Research Articles

Prospective elementary teachers’ informal mathematical proof using GeoGebra: The case of 3D shapes

Mathematical proofs play a paramount role in developing 21st-century skills, and the use of technology in mathematics learning has widely paved the way in the instruction of mathematical proofs. In mathematics education, GeoGebra has a significant role as a dynamic mathematics software in supporting students' learning process. This study aims to use GeoGebra in supporting prospective elementary teachers' mathematical proofs of the volume of 3-D shapes. This research used a case study method with 23 first-year prospective elementary teachers as participants from a public university in Riau, Indonesia. The data were gathered by means of students' work recordings in the GeoGebra classroom and video recordings from their interactions in the course of small group and classroom discussions. The videos were transcribed using verbatim, and then the mathematical proofs were analyzed using praxeological analysis. The findings show that prospective elementary teachers still had challenges to connect the construction of the volume of 3-D shapes using GeoGebra to its informal mathematical proofs. However, GeoGebra provides an opportunity to learn informal mathematical proofs for prospective elementary teachers.

Teaching Approaches and Educational Technologies in Teaching Mathematics in Higher Education

The growing use of technology for mathematics in higher education opens new pedagogical and technological challenges for teachers. The objective of this study was to analyze the teaching approaches and technology-related pedagogical competencies of 29 mathematics teachers (15 females and 14 males) from nine European countries. After conducting semi-structured interviews, the Approaches to Teaching Inventory (ATI-16) and the Technological Pedagogical Content Knowledge (TPACK) framework survey were applied. The results show large individual variations in teaching approaches, technological competencies, and institutional support. One-third of teachers apply a more student-centered approach, one-third a more teacher-centered approach, and one-third a mixed approach. Educating and supporting teachers in embracing educational technologies thus needs to be tailored strongly to individual needs and the available institutional support resources and infrastructure.

Technology in the Teaching of Mathematics: An Analysis of Teachers’ Attitudes during the COVID-19 Pandemic

One of the most significant events of the 21st century is the birth of modern technologies, specifically the development of electronic digital computers. Much more with the emergence of the new normal education, this technology's impact on science and business is very rampant. It is already affecting the educational enterprise in significant ways. Thus, the researcher conducted a study on teachers’ attitudes toward using technology in mathematics teaching the COVID-19 pandemic. The researcher used the descriptive methodology utilizing the adopted Mathematics and Technology Attitude Scale administered to the randomly selected participants to address this problem. The study results show that the attitudes of the mathematics teachers toward using technology in terms of behavioral engagement and confidence with technology are positive while strongly positive in terms of affective engagement. Results also indicate that male and female teachers differ significantly in their attitudes toward using technology in mathematics teaching. Males exhibit better attitudes than females. Along this line, it can be deduced that the use of technology in mathematics teaching bears relevance and significance to the mathematics teachers because they develop positive attitudes toward it. The study suggests that the Department of Education should undertake programs to enhance mathematics teachers' competencies and attitudes in using technology, considering the new modality of learning. Likewise, it is suggested that mathematics teachers should develop and strengthen a positive attitude towards learning and teaching with technology.

The teachers’ obstacles in implementing technology in mathematics learning classes in the digital era

The use of technology in mathematics teaching-learning has been proven to be successful in increasing students’ motivation, interests, and achievement. However, the use of technology in learning mathematics in answering the challenges of the digital era has not been successfully implemented as a whole with only 19.22% at the junior high school level and even at the senior high school level only 16.23%. Teacher professionalism is not enough to guarantee the implementation of technology in mathematics education. Unequal facilities and infrastructure are also obstacles. This research aims to describe the obstacles of mathematics teachers in applying technology in mathematics teaching-learning. This research is a case study research with the subject of 12 mathematics teachers in South Kalimantan, Indonesia. Data were collected using questionnaires and interviews. Data analysis was done using the Miles & Huberman model, with the step of data reduction, data display, and conclusion. The results showed that the obstacles of mathematics teachers in the digital era in implementing technology in mathematics teaching-learning included: (1) mathematics learning material that was less suitable for the use of technology; (2) facilities, infrastructure, and support provided by schools were inadequate for the use of technology in teaching-learning; (3) the level of teacher skills in using technology in mathematics teaching-learning. Some factors that influenced the emergence of these obstacles include (1) teachers assessments and point of views of the effectiveness in using technology in teaching-learning mathematics in the classroom; (2) unequal access to education services between schools in cities and villages; and (3) lack of training and information provided to the teachers about the use of technology in mathematics classes. Those obstacles obtained were common obstacles experienced by the teachers in South Kalimantan, Indonesia, both in urban and rural environments.

Technology, attitude and mathematics: a descriptive examination of the literature spanning three decades

An extensive literature base exists on the use of technology in mathematics and its effect on student learning; however, no comprehensive reviews have been published on how affective characteristics (specifically attitude) might factor into these results. This review presents a thorough descriptive examination of the literature on attitude and achievement of elementary and middle school students when using technology in mathematics. The literature was examined from 1983 to 2013 to synthesise (a) populations, (b) settings, (c) types of technology used, (d) operational definitions of attitude, (e) assessment of attitude and mathematical content domains, (f) research designs used, and (g) length of interventions. Twenty-five datasets, representing 25 published manuscripts, were included in the review. Implications of the findings are discussed.

Gender-related differences in the use of technology in mathematics classrooms

PurposeThe use of technology in education is still seen as a symbol of modernity in Indonesia. Without adequate technological infrastructural support from institutions, teachers develop ways to incorporate technology into their classrooms. The purpose of this paper is to investigate the affective domain in learning mathematics with technology across genders and across two student groups, where in one group the students shared learning devices, while the other group of students used individual devices.Design/methodology/approachThe study adopts both quantitative and qualitative methods and is based on data collected from five secondary schools in Indonesia.FindingsThe findings reveal attitudinal differences are associated with technology usage in mathematics classrooms. Quantitative measurements across four attitudinal subscales—mathematics motivation, attitudes to the use of technology in mathematics, technological confidence and mathematics confidence—indicate that affordances in technologies influence boys and girls attitudes; while qualitative data share further insights on gender perspectives related to attitudinal differences.Research limitations/implicationsAppropriate pedagogical approaches with equitable access to technologies are important for engaging students in learning mathematics with technology.Social implicationsThis empirical study reveals aspects related to student participation with technologies in classrooms, which has important implications for student development.Originality/valueThe study contributes to literature on mathematics education related to the use of learning technologies in secondary schools of a developing country.

Promoting teacher learning: a framework for evaluating the educative features of mathematics curriculum materials

Educative curricula, curriculum materials that intentionally foster teacher professional development, can serve as a site for teacher learning through their use in daily instructional practices. The present article introduces a framework, Teacher Learning Opportunities in Mathematics Curriculum Materials (TLO-Math), for designing and evaluating mathematics curriculum materials’ educative features according to seven theoretically based variables: (1) mathematics content knowledge for teaching, (2) teacher knowledge of student thinking in mathematics, (3) teacher knowledge of disciplinary discourse in mathematics, (4) teacher knowledge of assessment in mathematics, (5) teacher knowledge of differentiated instruction in mathematics, (6) teacher knowledge of technology use in mathematics, and (7) teacher knowledge of mathematical community. Each variable is illustrated with a definition, guiding questions, discipline-specific literature, and examples from two sets of elementary mathematics curriculum materials. The development of the TLO-Math framework is a critical first step for further study of the use of mathematics curriculum materials as sites for teacher learning.

Technology use and mathematics teaching: teacher change as discursive identity work

Teacher change towards developing competences for technology use in mathematics teaching has been the focus of current educational reforms worldwide. However, a considerable amount of research denotes the extent to which teachers resist a full integration of technology in mathematics classrooms. The present paper is based on an ethnographic study and focuses on how mathematics teachers – as they participate in an intensive training course – perform identity work whilst collectively articulating meanings concerning the potential of technology-based mathematics learning. By means of discourse theory, we analyse how they try to fix meaning as they engage and interact with varied discourses of ‘change’. Our findings indicate that mathematics teachers' attempts to articulate meaning are organised around discourses that concern directly societal and learning issues of technology use in mathematics teaching.

Smart Use of Technology in Mathematics

Smart Use of Technology in Mathematics

The use of technology in mathematics support: an overview of the 4th Irish Workshop on Mathematics Learning and Support Centres

This article provides an overview of the 4th Irish Workshop on Mathematics Learning and Support Centres which was organised by the Irish Mathematics Support Network and took place in Dublin City University in December 2009. The workshop focused on the use of technology in mathematics support with speakers reviewing a wide range of different approaches and also addressing core issues such as the relative value of computer-assisted learning and the optimum manner in which to integrate technology into teaching. A brief review of each presentation is given, highlighting key points raised.

Place and use of new technology in the teaching of mathematics: ICMI activities in the past 25 years

Looking back at the place of technology in the past ICMEs during the last decades and on the two ICMI studies devoted to technology, it is obvious that the role and use of technology has given rise to a diversity of points of view and attitudes across the world. The ICMEs and the two studies are places where researchers, teacher educators and practitioners meet. To what extent do they reflect the evolution of the trends of research and/or of integration of technology into real practice? The study will develop a general analysis of the theoretical frameworks, issues and wishes related to the use of technology in mathematics teaching from the proceedings of past ICMEs and of the two ICMI studies. Both a quantitative and a qualitative point of view will be adopted. From the great diversity of questions and approaches, the study attempts to formulate the main trends and their evolution over time within the ICMI community, as well as some pertinent issues for the coming years.

Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement, gender and achievement

The aim of this study was to investigate the complex relationship between students’ mathematics confidence, confidence with technology, attitude to learning mathematics with technology, affective engagement and behavioural engagement, achievement, gender and year level. The participants were secondary students from state co-educational schools in Metropolitan Athens, Greece. Gender differences as well as differences between year levels and the resulting clusters of students were investigated by using a MANOVA. It was found that boys expressed more positive views towards mathematics and more positive views towards the use of technology in mathematics, compared to girls. It was also found that high achievement in mathematics was associated with high levels of mathematics confidence, strongly positive levels of affective engagement and behavioural engagement, high confidence in using technology and a strongly positive attitude to learning mathematics with technology. Low levels of mathematics achievement was associated with low levels of mathematics confidence, strongly negative levels of affective engagement and behavioural engagement, low confidence in using technology, and a negative attitude to learning mathematics with technology.

James J. Kaput (1942–2005) imagineer and futurologist of mathematics education

Jim Kaput lived a full life in mathematics education and we have many reasons to be grateful to him, not only for his vision of the use of technology in mathematics, but also for his fundamental humanity. This paper considers the origins of his ‘big ideas’ as he lived through the most amazing innovations in technology that have changed our lives more in a generation than in many centuries before. His vision continues as is exemplified by the collected papers in this tribute to his life and work.

EQUITY ISSUES AFFECTING MATHEMATICS LEARNING USING ICT

Our concern is the inequities that arise from differential access and use of educational technology in mathematics for groups characterised by gender, ethnicity, income level and ability. As access to information and communications technology (ICT) increases both in homes and schools, our paper asks whether previous inequities are being ironed out or exacerbated. Equity is considered from the three perspectives proposed by Fennema (1990), namely in terms of: (a) opportunities to learn (physical access); (b) educational treatment (how technology is used, by whom), and the social and psychological factors influencing its use; (c) educational outcomes (impacts on achievement, attitudes and motivation). Suggested policies and pedagogies for removing the boundaries between technology ‘haves’ and ‘have-nots’ are presented.

Validation of a questionnaire to measure mathematics confidence, computer confidence, and attitudes towards the use of technology for learning mathematics

This study reports on the validation of a questionnaire designed to measure general mathematics confidence, general confidence with using technology, and attitudes towards the use of technology for mathematics learning. A questionnaire was administered to 289 students commencing a tertiary level course on linear algebra and calculus. Scales formed on the basis of factor analysis demonstrated high internal consistency reliability and divergent validity. A repeat administration confirmed the earlier psychometric findings as well as establishing good test-retest reliability. The resulting instrument can be used to measure attitudinal factors that mediate the effective use of technology in mathematics learning.

The Role of Computers in Mathematics Teaching and Learning

Summary Computers can be powerful aids to mathematics teaching and learning. Changes brought about by the availability of these tools and the demands of an increasingly technological society impact curricular content and pedagogy in mathematics education as well as the very nature of mathematical thinking and understanding. This article presents ways in which technology is changing mathematics education, guidelines for appropriate technology use in the mathematics classroom, the impact of computers on mathematics learning, common uses of computers in mathematics education, and issues and concerns related to technology use in mathematics.

Classroom Observations of Middle School Students' Technology Use in Mathematics

There have been many studies that have examined technology use in schools; most have relied on selfreport data from administrators, teachers, or students rather than on systematic classroom observations of technology use. The authors of the present study conducted systematic observations on 1,315 students from 220 middle school mathematics classrooms to examine the extent of technology use and whether there were gender, ethnic, or grade‐level differences related to the extent of students' use of technology. The descriptive results indicate that students used calculators about 25 percent of the time and computers less than 1 percent of the time in their mathematics classes. The multivariate analysis of variance results indicated no sex‐ or ethnicity‐related differences among students on their use of technology. Seventh grade students, however, were found to use calculators significantly more than sixth and eighth grade students.