The Use of Technology among School Mathematics Teachers and Students: The New Wave of Recommended Instructions
Asian Research Journal of Mathematics,
Page 18-29
DOI:
10.9734/arjom/2020/v16i530189
Abstract
People in the early stages were even afraid to touch the computer, but nowadays almost everybody can use the computer and its tools. Integration of ICT in mathematics is not merely using computer for typing and printing questions, searching and delivering lessons via PowerPoint but rather using ICT in teaching various topics in mathematics. Integration of ICT in mathematics education also has a positive impact on mathematics teaching and learning. It is therefore necessary for teachers in mathematics to use technology in teaching, and also to encourage students to use technology in mathematics learning. This will enable the students to better understand the mathematics concept taught. With the teaching and learning of mathematics becoming more and more technology base these days to the younger generations, it is, therefore, crucial to throw more light on the use of technology among school mathematics teachers and students which is the new wave of recommended instructions.
Keywords:
- Technology
- ICT
- teaching and learning mathematics
- computer.
How to Cite
Atteh, E., Assan-Donkoh, I., Ayiku, F., Nkansah, E., & Adams, A. K. (2020). The Use of Technology among School Mathematics Teachers and Students: The New Wave of Recommended Instructions. Asian Research Journal of Mathematics, 16(5), 18-29. https://doi.org/10.9734/arjom/2020/v16i530189
References
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Yelland N. Teaching and learning with information and communication technologies (ICT) for numeracy in early childhood and primary years of school. Canberra, Australia: Department of Education, Training and Youth Affairs; 2001.
MOEYS & GES. Introduction of information and communications technology in education. A Policy Framework; 2002.
Becta. What the research say about using ICT in maths. UK: Becta ICT Research; 2003.
(Retrieved November 13, 2010)
Available:http://www.becta.org.uk
National Council of Teachers of Mathematics. Frequently asked questions; 2008.
(Retrieved on November, 8, 2010)
Available:http://nctm.org/about/faq.aspx?id=164&ekmensel=c54dfa7b_624_0_164_1
Kaino LM. ICT developments, utilization and challenges in ICMI history. In ICMI Rome 2008 Symposium Proceedings: Resources, Technology throughout the History of ICMI, March, 5-8; 2008.
National Council of Teachers of Mathematics. Principles and standards for school mathematics. Reston, VA: NCTM; 2000.
Tall D, Ramos J. Reflecting on post-calculus reform. Paper Presented at Annual Meeting of International Congress on Mathematics Education Teaching Denmark, Coppenhagen; 2004.
(Retrieved 12th December, 2011)
Available:http://www.icmeorganisers. dk/tsg12/papers/tall-mejia-tsg12.pdf
Forgasz H, Prince N. Computers for secondary mathematics: Who uses them and how? 2004.
(Retrieved March 2, 2011)
Available:http://aare.edu.au/01pap/for01109.htm
Goos M. A sociocultural analysis of development of pre-service and beginning teachers' pedagogical identities as users of technology. (B. Jaworski, Ed.). Journal of Mathematics Teacher Education. 2005;8(6):35-59.
Zbiek R, Hollebrands K. A research-informed view of the process of mathematics technology into classroom practice by in-service and prospective teachers. In M. K. Heid, & Blume, G. W. (Eds.), Research on Technology and the Teaching and Learning of Mathematics: Vol. 1. Research Syntheses. Information Age Publishing. 2008;287-344.
Trouche L. Managing complexity of human/machine interactions in computerized learning environments: Guiding student´s command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning. 2004;9:281-307.
Republic of Ghana. The Ghana ICT for accelerated development (ICT4AD) policy. Accra, Ghana: Graphic Communications Group Limited; 2003.
Fine AE, Fleener MJ. Calculators as instructional tools: Perceptions of three preservice teachers. Journal of Computers in Mathematics and Science Teaching. 1994;13(1):83-100.
Simonsen LM, Dick TP. Teachers’ perceptions of the impact of graphing calculators in the mathematics classroom. Journal of Computers in Mathematics and Science Teaching. 1997;16(2/3): 239-268.
Manoucherhri A. Computers and school mathematics reform: Implications for mathematics teacher education. Journal of Computers in Mathematics and Science Teaching. 1999;18(1):31-48.
Forgasz H, Prince N. Computers for secondary mathematics: Who uses them and how? Proceedings of the 2001 Annual Conference of the Australian Association for Research in Education. Fremantle, WA; 2001.
(Retrieved 10 June 2011)
Available:http://www.aare.edu.au/01pap/for01109.htm
Walen S, Williams S, Garner B. Pre-service teachers learning mathematics using calculators: A failure to connect current and future practice. Teaching and Teacher Education. 2003;19(4):445-462.
Yidana I, Asiedu-Addo SK. The use of information technology in teacher education. Mathematics Connections. 2001;2:30-34.
Roblyer MD, Edwards J. Integrating educational technology into teaching. Pearson, New Jersey, USA; 2006.
Ittigson RJ, Zewe JG. Technology in the mathematics classroom. In L. A. Tomei (Ed.), Challenges of Teaching with Technology across the Curriculum: Issues and Solutions. Hershey: Information Science Publishing. 2003;114-133.
Thomas MOJ, Tyrrell J, Bullock J. Using computers in the mathematics classroom: The role of the teacher. Mathematics Education Research Journal. 1996;8(1):38–57.
Loong E. Australian secondary school teachers’ use of the internet for mathematics. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.) Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia). Sydney: MERGA. 2003;484-491.
Mereku DK, Yidana I, Hodzi W, Tete-Mensah I, Tete-Mensah W, Williams JB. Pan-African Agenda on Pedagogical Integration of ICT: Phase 1 Ghana report. University of Education, Winneba. Canada: International Development Research Centre (IDRC); 2009.
Forgasz H. Teachers and computers for secondary mathematics. Education and Information Technology. 2002;7(2):111-125.
Goos M, Bennison A. Surveying the technology landscape: Teachers’ use of technology in secondary mathematics classrooms. Mathematics Education Research Journal. 2008;20(3):102-130.
Boakye KB, Banini DA. Teacher technology readiness in Ghana. In K. Toure, T.M.S. Tchombe, & T. Karsenti (Eds.), Technology and Changing Mindsets in Education. Bamenda, Cameroon: Langaa; Bamako, Mali: ERNWACA / ROCARE; 2008.
National Center for Education Statistics. Internet access in US. Public schools and classrooms: 1994–2003 (No. NCES 20005–15). US. Department of Education, Washington; 2005.
Bukaliya R, Mubika AK. Teacher competence in ICT: Implications for computer education in Zimbabwean secondary schools. International Journal of Social Sciences and Education. 2011;1(4): 414–425
Thomas M, Bosley J, Santos DA, Gray R, Hong YY, Loh J. Technology use and the teaching of mathematics in the secondary classroom. Teaching and Learning Research Initiative; 2006.
(Retrieved on 28th January 2020)
Available:www.tlri.org.nz
Faekah T, Ariffin T. Gender differences in computer attitudes and skills. Jurnal Pendidikan. 2005;30:75–91.
Kaino LM, Salani EB. Students’ gender attitudes towards the use of calculators in mathematics instruction. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education. 2004;3:113–120.
Keong CC, Horani S, Daniel J. A study on the use of technology in mathematics teaching. Malaysian Online Journal of Instructional Technology (MOJIT). 2005;2(3):43-5.
Waite S. Tools for the job: A report of two surveys of information and communications technology training and use for literacy in primary schools in the West of England. Journal of Computer Assisted Learning. 2004;20:11–21.
Lau TB, Sim HC. Exploring the extent of technology adoption among secondary school teachers in Malaysia. International Journal of Computing and Technology Research. 2008;2(2):19-36.
Slaouti D, Barton A. Opportunities for practice and development: newly qualified teachers and the use of information and communication technologies in teaching foreign languages in English secondary school contexts. Journal of Inservice Education. 2007;33(4):19.
Cuban L. So much high-tech money invested, so little use: How come? Paper Prepared for the Council of Chief State School Officers Annual Technology Leadership Conference. Washington, D.C.; 2000.
Koo AC. Factors affecting teachers’ perceived readiness for online collaborative learning: A case study in Malaysia. Educational Technology & Society. 2008;11(1):266-278.
Abuhmaid A. ICT training courses for teacher professional development in Jordan. The Turkish Online Journal of Educational Technology. 2011;10(4):195–210.
Yildirim S. Current utilization of ICT in Turkish basic education schools: A review of teacher's ICT use and barriers to integration. International Journal of Instructional Media. 2007;34(2):171-86.
Nor HM. Conditions facilitating the implementation of technology integration in the Malaysian secondary school curriculum. Unpublished Doctoral Thesis. Universiti Putra Malaysia, Serdang, Malaysia; 2004.
Norris C, Sullivan T, Poirot J, Soloway E. No access, no use, no impact: Snapshot surveys of educational technology in K–12. Journal of Research on Technology in Education. 2003;36(1):15–27.
Crisan C. Mathematics teachers’ learning about and incorporation of technology into classroom practices. McNamara, O. (Ed.) Proceedings of the British Society for Research into Learning Mathematics. 2004;24(2).
Retrieved on March, 17, 2011)
Available:http://www.bsrlm.org.uk.com/
Williams B. The internet: We are wired, now what? In Zimmerman, I. S. & Hayes, M.F. (Eds.). Beyond technology learning with the wired curriculum. Wellesley, MA: MASCD; 1998.
Valdez G. Planning for technology. Naperville, Illinois: The North Central Regional Educational Laboratory; 2004.
Cassim KM, Eyono Obono SD. On the factors affecting the adoption of technology for the teaching of word problems. Proceedings of the World Congress on Engineering and Computer Science. WCECS; October 19-21, San Francisco, USA. 2011;1.
Al-Ghaith W, Sanzogni L, Sandhu K. Factors influencing the adoption and usage of online services in Saudi Arabia. The Electronic Journal on Information Systems in Developing Countries EJISDC. 2010;40(1):1-32.
Kumar N, Rose RC, D’Silva JL. Factors influencing the effective use of technology among Malaysian teachers. European Journal of Scientific Research. 2008;6(4).
Sarfo FK, Amartei AM, Adentwi KI, Brefo C. Technology and gender equity: Rural and urban students’ attitudes towards information and communication technology. Journal of Media and Communication Studies. 2011;3(6):221-230.
Li N, Kirkup G. Gender and cultural differences in internet use: A study of China and the UK. Computers & Education. 2007;48(2):301.
Lee VE. Effects of high school restructuring and size on early gains in achievement and engagement. Sociology of Education. 1997;68:241-70.
Kahveci M. Students’ perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales. The Turkish Online Journal of Educational Technology. 2010;9:185–201.
Almekhlafi AG, Almeqdadi FA. Teachers' perceptions of technology integration in the United Arab Emirates school classrooms. Educational Technology & Society. 2010;13(1):165–175.
Martin W, Lundstrom R. Examining the role of teachers experience as a factor for the integration of computers in schools. Journal of Computing in Teacher Education. 2002;18(4):18-23.
Anderson S, Maninger R. Preservice teachers' abilities, beliefs and intentions regarding technology integration. Journal of Educational Computing Research. 2007;37(2):151-172.
Reys RE, Suydam MN, Smith NL. Helping children to learn mathematics (5 Ed.). Boston: Allen & Bacon; 1998.
Wahyudi M. What does research say on the use of technology to improve the teaching and learning of mathematics? 2008.
(Retrieved on Jan. 15, 2020)
Available:http://fadjarp3g.files.wordpress.com/2008/06/9-makalah-wahyudi-recsam-risettechnology.pdf
Roschelle JM, Pea RD, Hoadley CN, Gordin DN, Means BM. Changing how and what children learn in school with computer-based technologies. Future Child. 2000;10(2):76-101.
Collinson V. Redefining teacher excellence. Theory into practice. 1999;38(1):4-11.
Dreyfus T. On the status of visual reasoning in mathematics and mathematics education. In F. Furinghetti (Ed.), Proceedings of the 15th International Conference for the Psychology of Mathematics Education. Genoa: University of Genoa. 1991;1:33-48.
Munirah G. The use of spreadsheet in the teachnig of calculus in secondary schools. Menemui Matematik, Buletin Persatuan Matematik Malaysia; 1996.
Wimbish J. Calculus students' difficulties in a technology-rich environment. In M. Artigue & G. Ervynck (Eds.), Proceedings of Working Group 3 on Students' Difficulties in Calculus. College de Sherbrooke, Quebec, Canada: 7th International Congress on Mathematical Education. 1992;81-83.
Yelland N. Teaching and learning with information and communication technologies (ICT) for numeracy in early childhood and primary years of school. Canberra, Australia: Department of Education, Training and Youth Affairs; 2001.
MOEYS & GES. Introduction of information and communications technology in education. A Policy Framework; 2002.
Becta. What the research say about using ICT in maths. UK: Becta ICT Research; 2003.
(Retrieved November 13, 2010)
Available:http://www.becta.org.uk
National Council of Teachers of Mathematics. Frequently asked questions; 2008.
(Retrieved on November, 8, 2010)
Available:http://nctm.org/about/faq.aspx?id=164&ekmensel=c54dfa7b_624_0_164_1
Kaino LM. ICT developments, utilization and challenges in ICMI history. In ICMI Rome 2008 Symposium Proceedings: Resources, Technology throughout the History of ICMI, March, 5-8; 2008.
National Council of Teachers of Mathematics. Principles and standards for school mathematics. Reston, VA: NCTM; 2000.
Tall D, Ramos J. Reflecting on post-calculus reform. Paper Presented at Annual Meeting of International Congress on Mathematics Education Teaching Denmark, Coppenhagen; 2004.
(Retrieved 12th December, 2011)
Available:http://www.icmeorganisers. dk/tsg12/papers/tall-mejia-tsg12.pdf
Forgasz H, Prince N. Computers for secondary mathematics: Who uses them and how? 2004.
(Retrieved March 2, 2011)
Available:http://aare.edu.au/01pap/for01109.htm
Goos M. A sociocultural analysis of development of pre-service and beginning teachers' pedagogical identities as users of technology. (B. Jaworski, Ed.). Journal of Mathematics Teacher Education. 2005;8(6):35-59.
Zbiek R, Hollebrands K. A research-informed view of the process of mathematics technology into classroom practice by in-service and prospective teachers. In M. K. Heid, & Blume, G. W. (Eds.), Research on Technology and the Teaching and Learning of Mathematics: Vol. 1. Research Syntheses. Information Age Publishing. 2008;287-344.
Trouche L. Managing complexity of human/machine interactions in computerized learning environments: Guiding student´s command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning. 2004;9:281-307.
Republic of Ghana. The Ghana ICT for accelerated development (ICT4AD) policy. Accra, Ghana: Graphic Communications Group Limited; 2003.
Fine AE, Fleener MJ. Calculators as instructional tools: Perceptions of three preservice teachers. Journal of Computers in Mathematics and Science Teaching. 1994;13(1):83-100.
Simonsen LM, Dick TP. Teachers’ perceptions of the impact of graphing calculators in the mathematics classroom. Journal of Computers in Mathematics and Science Teaching. 1997;16(2/3): 239-268.
Manoucherhri A. Computers and school mathematics reform: Implications for mathematics teacher education. Journal of Computers in Mathematics and Science Teaching. 1999;18(1):31-48.
Forgasz H, Prince N. Computers for secondary mathematics: Who uses them and how? Proceedings of the 2001 Annual Conference of the Australian Association for Research in Education. Fremantle, WA; 2001.
(Retrieved 10 June 2011)
Available:http://www.aare.edu.au/01pap/for01109.htm
Walen S, Williams S, Garner B. Pre-service teachers learning mathematics using calculators: A failure to connect current and future practice. Teaching and Teacher Education. 2003;19(4):445-462.
Yidana I, Asiedu-Addo SK. The use of information technology in teacher education. Mathematics Connections. 2001;2:30-34.
Roblyer MD, Edwards J. Integrating educational technology into teaching. Pearson, New Jersey, USA; 2006.
Ittigson RJ, Zewe JG. Technology in the mathematics classroom. In L. A. Tomei (Ed.), Challenges of Teaching with Technology across the Curriculum: Issues and Solutions. Hershey: Information Science Publishing. 2003;114-133.
Thomas MOJ, Tyrrell J, Bullock J. Using computers in the mathematics classroom: The role of the teacher. Mathematics Education Research Journal. 1996;8(1):38–57.
Loong E. Australian secondary school teachers’ use of the internet for mathematics. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.) Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia). Sydney: MERGA. 2003;484-491.
Mereku DK, Yidana I, Hodzi W, Tete-Mensah I, Tete-Mensah W, Williams JB. Pan-African Agenda on Pedagogical Integration of ICT: Phase 1 Ghana report. University of Education, Winneba. Canada: International Development Research Centre (IDRC); 2009.
Forgasz H. Teachers and computers for secondary mathematics. Education and Information Technology. 2002;7(2):111-125.
Goos M, Bennison A. Surveying the technology landscape: Teachers’ use of technology in secondary mathematics classrooms. Mathematics Education Research Journal. 2008;20(3):102-130.
Boakye KB, Banini DA. Teacher technology readiness in Ghana. In K. Toure, T.M.S. Tchombe, & T. Karsenti (Eds.), Technology and Changing Mindsets in Education. Bamenda, Cameroon: Langaa; Bamako, Mali: ERNWACA / ROCARE; 2008.
National Center for Education Statistics. Internet access in US. Public schools and classrooms: 1994–2003 (No. NCES 20005–15). US. Department of Education, Washington; 2005.
Bukaliya R, Mubika AK. Teacher competence in ICT: Implications for computer education in Zimbabwean secondary schools. International Journal of Social Sciences and Education. 2011;1(4): 414–425
Thomas M, Bosley J, Santos DA, Gray R, Hong YY, Loh J. Technology use and the teaching of mathematics in the secondary classroom. Teaching and Learning Research Initiative; 2006.
(Retrieved on 28th January 2020)
Available:www.tlri.org.nz
Faekah T, Ariffin T. Gender differences in computer attitudes and skills. Jurnal Pendidikan. 2005;30:75–91.
Kaino LM, Salani EB. Students’ gender attitudes towards the use of calculators in mathematics instruction. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education. 2004;3:113–120.
Keong CC, Horani S, Daniel J. A study on the use of technology in mathematics teaching. Malaysian Online Journal of Instructional Technology (MOJIT). 2005;2(3):43-5.
Waite S. Tools for the job: A report of two surveys of information and communications technology training and use for literacy in primary schools in the West of England. Journal of Computer Assisted Learning. 2004;20:11–21.
Lau TB, Sim HC. Exploring the extent of technology adoption among secondary school teachers in Malaysia. International Journal of Computing and Technology Research. 2008;2(2):19-36.
Slaouti D, Barton A. Opportunities for practice and development: newly qualified teachers and the use of information and communication technologies in teaching foreign languages in English secondary school contexts. Journal of Inservice Education. 2007;33(4):19.
Cuban L. So much high-tech money invested, so little use: How come? Paper Prepared for the Council of Chief State School Officers Annual Technology Leadership Conference. Washington, D.C.; 2000.
Koo AC. Factors affecting teachers’ perceived readiness for online collaborative learning: A case study in Malaysia. Educational Technology & Society. 2008;11(1):266-278.
Abuhmaid A. ICT training courses for teacher professional development in Jordan. The Turkish Online Journal of Educational Technology. 2011;10(4):195–210.
Yildirim S. Current utilization of ICT in Turkish basic education schools: A review of teacher's ICT use and barriers to integration. International Journal of Instructional Media. 2007;34(2):171-86.
Nor HM. Conditions facilitating the implementation of technology integration in the Malaysian secondary school curriculum. Unpublished Doctoral Thesis. Universiti Putra Malaysia, Serdang, Malaysia; 2004.
Norris C, Sullivan T, Poirot J, Soloway E. No access, no use, no impact: Snapshot surveys of educational technology in K–12. Journal of Research on Technology in Education. 2003;36(1):15–27.
Crisan C. Mathematics teachers’ learning about and incorporation of technology into classroom practices. McNamara, O. (Ed.) Proceedings of the British Society for Research into Learning Mathematics. 2004;24(2).
Retrieved on March, 17, 2011)
Available:http://www.bsrlm.org.uk.com/
Williams B. The internet: We are wired, now what? In Zimmerman, I. S. & Hayes, M.F. (Eds.). Beyond technology learning with the wired curriculum. Wellesley, MA: MASCD; 1998.
Valdez G. Planning for technology. Naperville, Illinois: The North Central Regional Educational Laboratory; 2004.
Cassim KM, Eyono Obono SD. On the factors affecting the adoption of technology for the teaching of word problems. Proceedings of the World Congress on Engineering and Computer Science. WCECS; October 19-21, San Francisco, USA. 2011;1.
Al-Ghaith W, Sanzogni L, Sandhu K. Factors influencing the adoption and usage of online services in Saudi Arabia. The Electronic Journal on Information Systems in Developing Countries EJISDC. 2010;40(1):1-32.
Kumar N, Rose RC, D’Silva JL. Factors influencing the effective use of technology among Malaysian teachers. European Journal of Scientific Research. 2008;6(4).
Sarfo FK, Amartei AM, Adentwi KI, Brefo C. Technology and gender equity: Rural and urban students’ attitudes towards information and communication technology. Journal of Media and Communication Studies. 2011;3(6):221-230.
Li N, Kirkup G. Gender and cultural differences in internet use: A study of China and the UK. Computers & Education. 2007;48(2):301.
Lee VE. Effects of high school restructuring and size on early gains in achievement and engagement. Sociology of Education. 1997;68:241-70.
Kahveci M. Students’ perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales. The Turkish Online Journal of Educational Technology. 2010;9:185–201.
Almekhlafi AG, Almeqdadi FA. Teachers' perceptions of technology integration in the United Arab Emirates school classrooms. Educational Technology & Society. 2010;13(1):165–175.
Martin W, Lundstrom R. Examining the role of teachers experience as a factor for the integration of computers in schools. Journal of Computing in Teacher Education. 2002;18(4):18-23.
Anderson S, Maninger R. Preservice teachers' abilities, beliefs and intentions regarding technology integration. Journal of Educational Computing Research. 2007;37(2):151-172.
Reys RE, Suydam MN, Smith NL. Helping children to learn mathematics (5 Ed.). Boston: Allen & Bacon; 1998.
Wahyudi M. What does research say on the use of technology to improve the teaching and learning of mathematics? 2008.
(Retrieved on Jan. 15, 2020)
Available:http://fadjarp3g.files.wordpress.com/2008/06/9-makalah-wahyudi-recsam-risettechnology.pdf
Roschelle JM, Pea RD, Hoadley CN, Gordin DN, Means BM. Changing how and what children learn in school with computer-based technologies. Future Child. 2000;10(2):76-101.
Collinson V. Redefining teacher excellence. Theory into practice. 1999;38(1):4-11.
Dreyfus T. On the status of visual reasoning in mathematics and mathematics education. In F. Furinghetti (Ed.), Proceedings of the 15th International Conference for the Psychology of Mathematics Education. Genoa: University of Genoa. 1991;1:33-48.
Munirah G. The use of spreadsheet in the teachnig of calculus in secondary schools. Menemui Matematik, Buletin Persatuan Matematik Malaysia; 1996.
Wimbish J. Calculus students' difficulties in a technology-rich environment. In M. Artigue & G. Ervynck (Eds.), Proceedings of Working Group 3 on Students' Difficulties in Calculus. College de Sherbrooke, Quebec, Canada: 7th International Congress on Mathematical Education. 1992;81-83.
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