Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Abstract

Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

“…Due to the small sample size, statistical power was analyzed. The results of the present study determined that the minimum sample size to obtain significant results was 53 subjects [79]. On the other hand, for the given sample size, with a significance level of 0.05, it was obtained that the power was 0.9781.…”

Teaching Mathematics by Competency-Based Approach in Preparing Technical Students for Future Professional Working

“…Consequently, information technologies in teaching (Radović et al, 2019) should be understood as applications of information technologies for creating new opportunities for the transfer of knowledge (teacher's activities), knowledge acceptance (student's activities), assessing the quality of teaching and, of course, the comprehensive development of the individual in the educational process at the university (Trujillo-Torres et al, 2020).…”

A Systematic Review of Teachers’ Perception Towards ICT Integrations in Mathematics Classroom

“…Many researchers have conducted varies studies and reviews about teachers' perception towards ICT integration in classroom. Some studies have reported that teachers have a positive view of integrating ICT in classroom and believed ICT makes learning interesting (Ali, 2018;Ardani et al, 2018;Belay et al,2020;Katsarou, 2020;Nasreen & Chaudhary, 2018;Redmond & Lock 2019;Sang et al, 2018;Taghizadeh & Yourdshahi, 2020;Trujillo-Torres et al, 2020;Zubković et al, 2017). On the other hand, previous findings also revealed that teachers also had negative perceptions in integrating ICT (Banda et al, 2020;Jepkorir, 2017).…”

“…According to Mensah (2017), mathematics teachers were favourable to the use of ICT in teaching mathematics and most of the teachers were knowledgeable about using ICT such as Microsoft word, power point, excel and calculators. Many studies have been done by researchers about integration ICT either in mathematics classroom or mathematics subjects (Umugiraneza et al, 2018;Mustam & Adnan, 2019;Kim et al, 2019;Ogegbo & Aina, 2020;Trujillo-Torres et al, 2020). Their findings indicated that the perception of teachers is positive towards ICT and they have also had positive mind-set about using ICT in teaching mathematics.…”