Chinese mathematics teachers’ use of digital technologies for instruction: A survey study
Xiangquan Yao 1 * , Jing Zhao 2
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1 Department of Curriculum and Instruction, Pennsylvania State University, University Park, PA, USA2 Faculty of Education, Tianjin Normal University, Tianjin, CHINA* Corresponding Author


The rapid development of education informatization provides more and more K-12 Chinese mathematics classrooms access to digital technologies. As a result, it is important to understand Chinese mathematics teachers’ practices of technology integration in order to better support them. A questionnaire containing close and Likert-scale questions was distributed to 1,083 Chinese mathematics teachers to understand their usage of a list of commonly available technologies and demographic factors related to their technology usage. Results from the survey showed that search engines, self-accumulated digital resources, courseware, and smartboard were frequently used by the majority of participants. Other commonly available technologies were only frequently used by less than half of the participants. In lesson preparation the majority of participants used technologies to download resources, make courseware, and search for practicing problems. Most participants used technologies to motivate students and present knowledge and information during classroom instruction. The impact of age, grade levels, years of teaching with technology, and teacher beliefs on the participants’ technology usage was also analyzed. Implications of the findings from this study were discussed.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 8, August 2022, Article No: em2135

Publication date: 02 Jul 2022

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