Prospective Mathematics Teachers’ Perspectives on Technology

Moreno, Mar; Llinares, Salvador

doi:10.1007/978-3-319-91059-8_8

Cited by 9 publications

(6 citation statements)

References 18 publications

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“…Melilla's mathematics teachers can be considered as belonging to group 3 in terms of integrating technology in the classroom. That is, they only use dynamic representations of problems to show mathematical relations [10]. Instead, teachers use digital tools for student assessment and monitoring.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, mathematical developments in dynamic technologies promote new mathematical practices in different contexts such as dynamic geometry, statistics, and robotics [9]. On the other hand, Moreno et al (2018) identify three ways to integrate technological resources: 1. paying more attention to the results than to the solution process and giving less importance to students' mathematical activity; 2. organizing a lesson plan taking into account mathematical activity and taking advantage of technological resources in problem solving; 3. using only dynamic representations of problems to show mathematical relationships [10].…”

Section: The Teaching Of Mathematicsmentioning

confidence: 99%

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

et al. 2020

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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.

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Section: Discussionmentioning

confidence: 99%

Section: The Teaching Of Mathematicsmentioning

confidence: 99%

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

et al. 2020

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“…The progress in mathematics within dynamic technologies promotes the application of innovative mathematical methods in many domains, such as dynamic geometry, statistics, and robotics (Olive, et al, 2009). Moreno and Ciscar (2018) delineate three techniques for integrating technology resources: To enhance the effectiveness of mathematical instruction, it is advisable to minimize the significance of students' mathematical activities and instead focus solely on employing dynamic representations of issues to illustrate mathematical relationships. There is a need to create lessons that integrate mathematical activities and technology to solve problems.…”

Section: The Use Of Technologies In Teaching Mathematicsmentioning

confidence: 99%

Technology's Perception and Challenges among Malaysian Educators' in Teaching Mathematics

Manimaran,

M. Nasir

2024

IJARPED

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Mathematics educators, particularly teachers, possess unfavorable opinions and encounter challenges when it comes to effectively incorporating technology into their teaching methods. Teachers in government school classrooms are encountering a shortage of resources and expertise when it comes to teaching Mathematics. This research seeks to understand the factors contributing to instructors' limited awareness of incorporating technology into their mathematics classes. The questionnaire was adjusted according to the Technology Acceptance Model Theory. One hundred mathematics instructors from secondary schools in Johor state, including both urban and rural areas, were given survey questionnaires as part of the research's quantitative technique. According to the Head of Department, mathematics teachers are encountering significant difficulties when it comes to utilizing technology for teaching Mathematics in the classroom, as evidenced by the participation and outcomes of teachers in the mathematical area. This study provides practical insights for the Malaysia Education Ministry to analyze the data and enhance the well-being of teachers, hence facilitating effective and convenient teaching.

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“…The teacher's role in developing learning activities must be able to engineer learning experiences that are interesting, varied, repetitive, and enhanced for students. The integration of ICT in mathematics learning has epistemic potential that allows students to engage in the instrumental genesis of mathematical concepts (Moreno & Llinares, 2018), and allows teachers to develop their abilities to achieve specific learning objectives (Stein et al, 2020), redesign learning and deliver new mathematics assignments to students (Yeh et al, 2021).…”

Section: Ar Developermentioning

confidence: 99%

Assessing the Influence of Augmented Reality in Mathematics Education: A Systematic Literature Review

Pahmi

Hendriyanto

Sahara

et al. 2023

IJLTER

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One of the promising technologies to support the application of mathematics learning is augmented reality (AR). It is considered an important pedagogical tool that allows an increasing understanding of challenging ideas at most levels of education. This article presents the approach and concept of a systematic literature review (SLR) for reviewing the effects of AR in mathematics education. Filtering relevant material on AR and mathematics education from two databases (Scopus and Eric) to answer research questions is part of the review study. In the investigation, a total of 23 publications from 2018 to 2022 were systematically selected based on the PRISMA protocol. A review of the literature shows that interest in AR research has grown over time and is evenly distributed across different countries. The use of AR in mathematics education has been adopted and used as a supporting medium for interactive learning at various levels, from elementary school to college, that appears on the topics of geometry, algebra, basic mathematics, statistics and probability, and other mathematical topics. The effectiveness of AR, which is widely developed by researchers, is its ability to overcome existing problems, such as learning barriers, mathematical anxiety, and other cognitive problems. This review has filled and amplified the literature on AR on the effectiveness of AR in school mathematics learning. We recommend that in the future research on AR should focus on exploring the broad uses and long-term impacts of AR development and implementation on mathematics learning.

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Prospective Mathematics Teachers’ Perspectives on Technology

Cited by 9 publications

References 18 publications

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

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

Technology's Perception and Challenges among Malaysian Educators' in Teaching Mathematics

Assessing the Influence of Augmented Reality in Mathematics Education: A Systematic Literature Review

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