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

Appavoo Perienen

doi:10.29333/ejmste/7803

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Appavoo Perienen ¹ ^*

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¹ Open University of Mauritius, MAURITIUS^* Corresponding Author

Abstract

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.

Keywords

ICT integration
mathematics education
TAM
teachers’ beliefs
UTAUT

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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 16, Issue 6, June 2020, Article No: em1845

https://doi.org/10.29333/ejmste/7803

Publication date: 21 Feb 2020

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How to cite this article

APA

Perienen, A. (2020). Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1845. https://doi.org/10.29333/ejmste/7803

Vancouver

Perienen A. Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective. EURASIA J Math Sci Tech Ed. 2020;16(6):em1845. https://doi.org/10.29333/ejmste/7803

AMA

Perienen A. Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective. EURASIA J Math Sci Tech Ed. 2020;16(6), em1845. https://doi.org/10.29333/ejmste/7803

Chicago

Perienen, Appavoo. "Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 6 (2020): em1845. https://doi.org/10.29333/ejmste/7803

Harvard

Perienen, A. (2020). Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1845. https://doi.org/10.29333/ejmste/7803

MLA

Perienen, Appavoo "Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 6, 2020, em1845. https://doi.org/10.29333/ejmste/7803