In-service mathematics teachers’ preparedness, knowledge, skills, and self-efficacy beliefs of using technology in lesson delivery

Agyei, Emmanuel; Agyei, Douglas Darko; Benning, Isaac

doi:10.1080/2331186x.2022.2135851

Cited by 9 publications

(5 citation statements)

References 31 publications

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“…Despite the overwhelming support by proponents of using technology in mathematics teaching at all levels, evidence from research suggests that there has been a limited integration of technology in mathematics education (cf. Agyei et al, 2022;Kamau, 2014;Marshall, 2012). Among other things, several studies have reported on critics' views regarding the use of technology in the teaching of mathematics, including in calculus (cf.…”

Section: The Role Of Technology In the Teaching Of Derivativesmentioning

confidence: 99%

Best practices for teaching the concept of the derivative: Lessons from experienced calculus instructors

Mkhatshwa

2024

EURASIA J Math Sci Tech Ed

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Much research has reported on difficulties exhibited by students when working with the concept of the derivative in first-semester university calculus. In an effort to generate and share a resource on effective instructional practices related to the teaching of the concept of the derivative, a 12-item questionnaire was administered to experienced calculus instructors in the United States. Most of the 10 experts who participated in this study considered providing ample examples and practice problems, using graphing utilities such as Desmos and GeoGebra, and employing problem solving strategies in the teaching of the concept of the derivative to be effective in supporting students learn about the concept of the derivative, among other things. These experts further remarked on representations of the concept of the derivative and real-world contexts they typically use in their teaching of the concept, in addition to providing rationales for the choice of real-world contexts they typically use in their teaching of the concept. Recommendations for instruction are included.

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Section: The Role Of Technology In the Teaching Of Derivativesmentioning

confidence: 99%

Best practices for teaching the concept of the derivative: Lessons from experienced calculus instructors

Mkhatshwa

2024

EURASIA J Math Sci Tech Ed

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“…While not specific to mathematics teachers, this study can provide insights into the broader educational context in Kumasi, informing the readiness of mathematics teachers for ICT integration. Agyei et al (2022) conducted a study in -service mathematics teachers' preparedness, knowledge, skills, and self-efficacy beliefs of using technology in lesson delivery in Kumasi, Ghana. Their findings indicated that mathematics teachers possessed high technology knowledge and self-efficacy, but they had relatively low preparedness and ICT skills in using technology in their lessons.…”

Section: Readiness Of High School Mathematics Teachers For Ict Integr...mentioning

confidence: 99%

“…Adequate training and professional development opportunities can enhance teachers' readiness and support their effective integration of ICT tools in mathematics education (Venezky, 2004). Similarly, Agyei et al (2022) investigated the factors influencing teachers' readiness for technology integration in secondary schools in Ghana. They highlighted the importance of teachers' technological skills, knowledge, and pedagogical practices as essential components of readiness for ICT integration.…”

Section: Introductionmentioning

confidence: 99%

Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics

Arhin,

Boateng,

Akosah

et al. 2024

PEDAGOGICAL RES

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This paper seeks to gain insights into teachers’ perceptions, and readiness to integrate information and communication technology (ICT) tools in mathematics instruction. A mixed-methods approach was employed, involving surveys and interviews with a sample of high school mathematics teachers. The study involved 90 mathematics teachers working in three senior high schools in Kumasi metropolis in Ghana. The study revealed that teachers generally hold positive perceptions of the benefits of ICT tools in mathematics teaching. They strongly agree that ICT tools enhance students’ understanding of mathematical concepts and improve their engagement and motivation in mathematics classes. Teachers also recognize the potential of ICT tools in promoting problem-solving skills and providing opportunities for differentiation and personalized learning. However, opinions regarding student-centered learning, exploration, and creativity through ICT tools were more varied, suggesting a need for further investigation and support in these areas. In addition teachers expressed the need for continuous training on specific tools, curriculum alignment, and assessment methods.<i> </i>

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“…The presence of technology is a new and promising potential in the rapid transformation of mathematics teaching and learning (Lavicza, 2010). The integration of technology in improving mathematics teaching and learning outcomes has been advocated by various groups (Drijvers, 2015), ranging from mathematics teachers, curriculum developers, and mathematics education researchers (Agyei et al, 2022). The role of effective use of technology is to (a) encourage the proof cycle, (b) present and connect various representations, (c) support case-based reasoning, and (d) act as a tutee.…”

Section: Introductionmentioning

confidence: 99%

Supporting Proportional Reasoning Through Technology Integration in Mathematics Learning

Lutfi,

Nurjanah,

Martadiputra

et al. 2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to analyze the role of technology in facilitating the development of students' proportional reasoning skills in mathematics learning. This study used the systematic literature review method with a qualitative approach. Documents on the Scopus database were analyzed according to the research objectives using the PRISMA 2020. Thematic analysis was applied to all documents included in the search results. The results of this study indicated that there were 18 documents found that addressed the chosen topic-first in 2006, with 2015 being the most productive year discussing this topic. The technologies used to facilitate the development of proportional reasoning skills are Flash/ActionScript 3 programs-dominated, robotics, web-based learning, interactive touchscreen tablet application (MIT-Ext)-ordered by document quantity, virtual reality (VR), GeoGebra, video games, and augmented reality (AR). Quantitative, qualitative, and mixed-method approaches were used in almost equal parts. Junior high school was the most researched level of this topic, but no research has been conducted at the senior high school level. The most productive country to research this topic was the Netherlands. The results of this study were expected to provide practical benefits for teachers and future research.

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In-service mathematics teachers’ preparedness, knowledge, skills, and self-efficacy beliefs of using technology in lesson delivery

Cited by 9 publications

References 31 publications

Best practices for teaching the concept of the derivative: Lessons from experienced calculus instructors

Best practices for teaching the concept of the derivative: Lessons from experienced calculus instructors

Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics

Supporting Proportional Reasoning Through Technology Integration in Mathematics Learning

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