Teachers’ perceptions on technology-assisted mathematics teaching and the interactive activities

Biber, Sezer Köse; Biber, Mahir; Erbay, Hatice Nur

doi:10.1007/s10639-022-10898-9

Cited by 3 publications

(5 citation statements)

References 57 publications

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“…The Internet of Things (IoT) is a field in which I am well-equipped to operate effectively and that others like me exist. The findings of this study lend support to the findings of a previous study carried out by Biber et al (2022). They investigated how flourishing technology can make learning mathematics more enjoyable for students and how teachers feel about incorporating technology into the classroom.…”

Section: Discussionsupporting

confidence: 82%

“…Many educators' poor attitudes and performance in mathematics can be traced back to the approaches and strategies teachers use in the classroom. Creating rich educational experiences to increase students' curiosity and knowledge of mathematics makes integrating technology into teaching mathematics conditions necessary (Biber et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Biber et al (2022) studied how thriving technology can help students have fun while learning math and how teachers feel about using technology in the classroom. Researchers found that while educators generally approve of and welcome incorporating technology into classrooms, they face several challenges when implementing their theories.…”

mentioning

confidence: 99%

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Perceptions of Mathematics Teachers toward using the Internet of Things (IoT) in the Acquisition of Math Concepts and Supporting Students' Performance

Alshehri

2023

Port Said Journal of Educational Research

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The aim of this quantitative study was to investigate the perceptions of Mathematics teachers working in Abha city, Saudi Arabia, toward using IoT in Mathematics classes for students' acquisition and performance. The sample was selected using the simple random sampling technique, and the researcher collected data using a self-developed scale. The analysis revealed that Mathematics teachers' perception of using IoT is high and integrating IoT in the classroom can improve student participation and help them become more skilled. Also, the findings showed that most of the participants in the survey believe that IoT is a field that is well-equipped to operate effectively. The Pearson correlation coefficient showed a strong and positive relationship between teachers' perception of using IoT and students' concept acquisition and academic performance. Owing to the vast range of study implications and its ability to boost students' performance and acquisition of new Mathematical concepts, IoT must be implemented in the classroom.

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

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Perceptions of Mathematics Teachers toward using the Internet of Things (IoT) in the Acquisition of Math Concepts and Supporting Students' Performance

Alshehri

2023

Port Said Journal of Educational Research

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“…Students' confidence and willingness to interact with the material increased because of interactive activities such as group discussions and hospitality scenarios, which improved their understanding of mathematical concepts. A large number of students' unfavorable attitudes and failures in mathematics can be attributed to the approaches and strategies employed by their teachers [32] . Since creating rich learning environments is crucial to increasing students' interest in and knowledge of mathematics, technological integration into mathematics learning settings is unavoidable.…”

Section: Interactive Activitiesmentioning

confidence: 99%

Behavior shift through non-traditional math teaching strategies integrating real-life transactions for non-math enthusiasts

Antao,

Morales,

Ting

et al. 2024

Environ. Soc. Psychol.

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This qualitative research explored how non-traditional teaching strategics encouraged non-math enthusiasts to engage in learning mathematics. The study purposively sampled ten (10) language majors from the College of Education and ten (10) hospitality management students. Through participatory and practical learning sessions, participants were encouraged to apply mathematical principles in a context that was significant to and meaningful to their everyday lives. The purpose of this study was to determine the effectiveness of these innovative strategies in fostering a positive attitude among students and increasing their understanding of the real-world applications of mathematics. Interviews found out that non-math enthusiasts were not engaging in learning mathematics because of several reasons i.e., negative experience, perceived difficulty, perceived relevance, frustration. However, they also believed that developing non-traditional teaching strategies like interactive teaching methods and real-life problem applications can improve student’s confidence and engagements in learning mathematics. The findings of the research might have an impact on teaching techniques and approaches intended to raise mathematical literacy across a range of demographic populations.

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“…Therefore, teachers must always be primed to prepare themselves for various aspects of the formation of 21st-century education. In tackling this challenge, teachers need to find new teaching approaches, methods, strategies and techniques to attract students to the teacher's teaching (Biber et al, 2022;Magreñán et al, 2022). This is because using a range of approaches to instruction in mathematics can help students overcome their aversion to the subject.…”

Section: Introductionmentioning

confidence: 99%

A Rasch model analysis of the TPACK instrument in the creative teaching of primary mathematics teachers

Fadzil

Maat

Mahmud

2022

CJES

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Utilising the Technological Pedagogical Content Knowledge (TPACK) instrument, mathematics teachers were evaluated on their level of TPACK in their creative teaching practices. Using Rasch model analysis, this study aimed to assess the validity and reliability of the TPACK instrument. A 30-item survey with a 5-point Likert scale was given at random to 77 primary school teachers. In order to analyse the data and evaluate the instrument using the Rasch model analysis test, including the item and person separation and reliability index, misfit items, item polarity and unidimensionality, Winsteps 5.2.2.0 software was used. The findings demonstrated a significant Cronbach's Alpha (KR20). In conclusion, this TPACK instrument has high validity and reliability for assessing knowledge in the creative teaching of mathematics teachers. Keywords: Creative teaching, mathematics, Rasch model analysis, teachers.

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Teachers’ perceptions on technology-assisted mathematics teaching and the interactive activities

Cited by 3 publications

References 57 publications

Perceptions of Mathematics Teachers toward using the Internet of Things (IoT) in the Acquisition of Math Concepts and Supporting Students' Performance

Perceptions of Mathematics Teachers toward using the Internet of Things (IoT) in the Acquisition of Math Concepts and Supporting Students' Performance

Behavior shift through non-traditional math teaching strategies integrating real-life transactions for non-math enthusiasts

A Rasch model analysis of the TPACK instrument in the creative teaching of primary mathematics teachers

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