Technologies in Mathematics Education

Bescherer, Christine

doi:10.1007/978-3-319-60013-0_27-1

Cited by 1 publication

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References 4 publications

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“…; and (3) general software—word processor and presentation software, simulation and animation software (simulation), 3D modelling visualization software, online communication and collaboration tools (communication tools), etc. (Bescherer, 2019 ; Triantafyllou & Timcenko, 2013 ).…”

Section: Related Research and Conceptual Frameworkmentioning

confidence: 99%

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

Fan

Luo

Xie

et al. 2022

ZDM Mathematics Education

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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.

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Section: Related Research and Conceptual Frameworkmentioning

confidence: 99%