Mathematics Teachers and ICT: Factors Affecting Pre-service use in School Placements

Bozkurt, Gülay

doi:10.21890/ijres.16161

Cited by 8 publications

(6 citation statements)

References 36 publications

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“…[41] found that it is crucial to improve Indonesia secondary mathematics teachers's on knowledge of ICT and the use of ICT in teaching as they have a largely inadequate knowledge of both aspects. In contrast, [42] found that Turkey pre-service teachers are committed to using ICT in their teaching and they are mostly confident and mostly believe in the value of ICT in developing mathematics teaching competence. However, most of the studies have agreed and concluded that ICT intergration is effective in improving competence of pre-and in-service mathematics teachers, as well as in improving students' performance and achievement.…”

Section: Ict Integration In Developing Teaching Competence Of Pre-service Mathematics Teachersmentioning

confidence: 84%

ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam

Tran

Phan

Le³

et al. 2020

Int. J. Emerg. Technol. Learn.

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Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.

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Section: Ict Integration In Developing Teaching Competence Of Pre-service Mathematics Teachersmentioning

confidence: 84%

ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam

Tran

Phan

Le³

et al. 2020

Int. J. Emerg. Technol. Learn.

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“…As technology takes an increasing role in knowledge acquisition and content assimilation and understanding, there is a pressing need to situate the technological competence of teachers, and thus their ability to meet the emerging learning styles of digital natives. Numerous research studies (Aslan & Zhu, 2016;Bozkurt, 2016;Zelkowski et al, 2013) have focused on pre-service teachers, but it is even more crucial to look at the critical mass of practicing teachers and unveil factors that hinder or facilitate this technological uptake. Somelch (2008) reported minimal pedagogical change, and Aslan and Zhu (2016) referred to low-level use, whereby only basic procedures like Internet information search, presentation programs and other application programs, supplement teaching practices.…”

Section: Introductionmentioning

confidence: 99%

Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective

Appavoo

2020

EURASIA J MATH SCI T

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Technology holds pedagogical affordances that can help address low performance in mathematics education. This research study investigated which factors significantly contributed to technology usage by Mathematics teachers. The 155 teachers surveyed were found to be regular users of computers, demonstrating a high opinion of the pedagogical worth of technology and perceiving the tool as being useful for enhancing Mathematic education. However, only a minority was really using technology in their teaching practices. Teachers reiterated the need to be adequately trained in the pedagogical integration of Information and Communication Technology (ICT), insisted on the provision of better computer services in schools, including access to the Internet and solicited the support of parents to accompany their children in their studies. A revised theoretical model was drawn based on the Technology Acceptance Model (TAM) and unified theory of acceptance and use of technology (UTAUT) models, and the two ICT related variables that caused significant variances in technology usage were perceived ease of use and facilitating conditions.

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“…The results show, however, that supportive behaviors alone are not enough. This was seen in the analysis of [30]. Most teachers believed that technology would make students more inspired, love mathematics, gain more insight, and deal with challenges in the real world.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Data Analysis Integration Computer Imported Learning: A Microsoft Excel Case with StatisticsData Analysis Integration Computer Imported Learning: A Microsoft Excel Case with Statistics

Cobcobo,

Capua

2022

EJSMT

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The use of ICT in teaching and studying mathematics helps students to develop mathematics. The practice's application, therefore, depends on different considerations, amongst which: teachers' expectations of their ICT teaching skills, instructor attitudes towards teachers in mathematics, teacher attitudes towards ICT contributions to student mathematics awareness. The research was undertaken to assess ICT integration readiness in the classroom in the Paracelis district for mathematics teachers at secondary schools. The thesis used a questionnaire with comments on any of the above variables. This questionnaire was forwarded to 15 mathematics teachers at Paracelis District secondary schools. It shows that ICT teachers' intervention in mathematics has an average limit of 4.06. It also ensures that mathematics teachers are confident and willing to use ICT in mathematics and mathematics instruction. The research results indicated that the controls and the sample groups were substantially different and verified. It shows that the research group was higher than the test group. The use of Microsoft Excel in integrating machine data in the resolution of statistics positively affects the student's performance. The integration of ICT into teaching, therefore, has an advantageous effect on the progress of students.

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Mathematics Teachers and ICT: Factors Affecting Pre-service use in School Placements

Cited by 8 publications

References 36 publications

ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam

ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam

Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective

Data Analysis Integration Computer Imported Learning: A Microsoft Excel Case with StatisticsData Analysis Integration Computer Imported Learning: A Microsoft Excel Case with Statistics

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