The Integration of technology in teaching mathematics

Muhtadi, Dedi; Wahyudin,; Kartasasmita, Bana G.; Prahmana, Rully Charitas Indra

doi:10.1088/1742-6596/943/1/012020

Cited by 36 publications

(29 citation statements)

References 16 publications

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“…This was in line with the fulfillment of the next criterion of the teachers' TPACK implementation, namely the identification of representations to change contents taught into forms that students can understand, and difficult to support in traditional ways (Harr, Eichler, & Renkl, 2015;Messina & Tabone, 2012;Muhtadi, Wahyudin, Kartasasmita, & Prahmana, 2018;Saudelli & Ciampa, 2014;Wati, Fitriana, & Mardiyana, 2018).…”

Section: Methodssupporting

confidence: 56%

Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework

Nurdiani

Rustaman

Setiawan

et al. 2019

JPBI

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The study was aimed at determining the effectiveness of learning using TPACK (Technological Pedagogical and Content Knowledge) framework in helping the change of reasoning patterns and modes of Biology prospective teachers so that it facilitates in encompassing the Embryology as one of abstract concepts. The subjects used were 49 students of Biology teachers who were having a contract in Embryology course in Biology Education Study Program, in a private educational institute in Bandung. The research design used was quasi-experimental with time-series design type. The measurement of the level of reasoning ability, patterns, and modes of the students were done through the Test of Logical Thinking (ToLT) three times (before the learning program takes place, after learning the first four main subjects, and after the learning program was over). The results showed that the Embryology learning with TPACK framework could directly change the from concrete and transitional reasoners categories to formal reasoners. The learning with TPACK framework also influenced the shift of the students’ logical thinking modes; from the ownership of proportional and/or correlational mode to the ownership of two or three reasoning modes between proportional, probability, correlational, and combinatorial, except the variable control mode.

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Section: Methodssupporting

confidence: 56%

Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework

Nurdiani

Rustaman

Setiawan

et al. 2019

JPBI

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“…developed with the advancement of information technology (ICT), to improve student skills, and enable them to work productively (Saadati, Tarmizi, & Ayub, 2014;Muhtadi et al, 2018).…”

mentioning

confidence: 99%

Designing a Digital Teaching Module Based on Mathematical Communication in Relation and Function

et al. 2020

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The purpose of this study is to design a digital module based on mathematical communication skills. This a development research which is carried out to determine the use of poor learning media and students’ low comprehensive skills in understanding mathematical topics associated with relations and functions. One of the solutions used to overcome this problem is by designing a digital teaching module using media. The research and development method consisting of Analysis, Design, Development, implementation, and Evaluation (ADDIE), were used to carry out this study. The results showed that the digital module is highly valid with a total expert validation of 95.1% and in the very good category. Also, the students' response to the digital module is in the very good category, with a total response criterion of 89.8%. Therefore, the designed digital module has the ability to improve students' independence in learning because its use is not limited to classrooms.

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“…Therefore, technology integration in teaching and learning becomes a focus that has been implemented by most teachers nowadays in any subject. Technology integration referred to as the use of technology to support objectives and engage students with meaningful learning (Dias, 1999;Muhtadi et al, 2018). Systematic technology integration can be implemented earlier in a teacher training program as a preparation for all teachers (Baran, Bilici, Sari, & Tondeur, 2019).…”

mentioning

confidence: 99%

“…Teachers and students have to face various challenges when teaching and learning mathematics (Zakaria & Iksan, 2009). Besides, the interaction among researchers, the development of technology, and the nature of mathematics learning are complex (Fujita, 2018;Kaput & Thompson, 1994;Muhtadi et al, 2018). To successfully achieve integration in mathematics teaching and learning and the desired objective, teachers need to have a positive attitude towards the implementation.…”

mentioning

confidence: 99%

Mathematics Teacher’s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge

2020

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This study conducted to determine the mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher’s self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher’s self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson’s correlation coefficient was used to determine the relationship between the mathematics teacher’s self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher’s self-efficacy and TPACK. However, mathematics teacher’s self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher’s self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.

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The Integration of technology in teaching mathematics

Cited by 36 publications

References 16 publications

Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework

Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework

Designing a Digital Teaching Module Based on Mathematical Communication in Relation and Function

Mathematics Teacher’s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge

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