Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools

Abstract

Due to rapid social and economic development in China over the last three decades, information and communication technologies (ICTs) have become increasingly available in Chinese classrooms and families. However, there is a lack of research regarding Chinese students’ use of ICTs in mathematics learning. In this study, we examined how Chinese students access, use, and perceive ICTs in learning mathematics. To this end, a conceptual framework for ICTs and the role of ICTs in students’ learning of mathematics was established. Using a mixed-methods approach, we collected data from 223 students in four randomly selected secondary schools in Shanghai through a questionnaire survey, followed by classroom observations and interviews with students and teachers. The results revealed that various ICTs are widely accessible in Shanghai classrooms and students overall have a positive view about the role of ICTs in their mathematics learning, especially in problem solving and in learning geometry. When learning mathematics at home, students used handheld technological devices more frequently than non-portable devices. Furthermore, there were significant differences between different students in terms of school performance levels, grade levels, and genders in their use of ICTs in learning mathematics. In particular, students from high-performing schools had more access to various ICTs but used them less frequently than their peers from ordinary schools. Suggestions and implications of the findings are discussed at the end of the paper.

Secondary school students’ use and perceptions of textbooks in mathematics learning: A large-scale investigation in China

“…In fact, many researchers expressed similar concerns about this issue. For example, Glasnović Gracin and Jukić Matić (2021) have explored teachers’ and students’ use of textbooks and other resources during the process of educational reform in Croatia and Fan et al (2022) have studied Shanghai students’ access, use, and perceptions of ICTs in learning mathematics. Moreover, examining the relationship between teachers’ knowledge and beliefs about textbooks and students’ textbook use could be a direction for further studies.…”

Psychological Studies in the Teaching, Learning and Assessment of Mathematics

“…In fact, many researchers expressed similar concerns about this issue. For example, Glasnović Gracin and Jukić Matić (2021) have explored teachers' and students' use of textbooks and other resources during the process of educational reform in Croatia and Fan et al (2022) have studied Shanghai students' access, use, and perceptions of ICTs in learning mathematics. Moreover, examining the relationship between teachers' knowledge and beliefs about textbooks and students' textbook use could be a direction for further studies.…”

Farewell to Virtual Environments and Welcome to Post-pandemic Mathematical Problem Posing and Solving

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