Embracing Digital Technologies into Mathematics Education

Resumo

It might be challenging to find a way to incorporate digital technology into the classroom successfully. The purpose of this research was to document the implementation of a digital tool into three high school mathematics classrooms to enhance teacher and student learning. The researcher used the Learning Management System (LMS) as an educational online integrated software to looked at educators’ perspectives on its value and how they are putting their newfound knowledge to use in the classroom, as well as their reasons for using LMS resources and determine how teachers plan to use new technological tools in their classrooms. Using surveys and classroom observations, the researcher found that a poorly established social artifact was the most significant barrier to students' education. When teachers do not try to develop standard procedures for utilizing technology, students often struggle to use the instrument well. Teachers can only possibly assist their pupils in integrating teacher and agent instructions when they grasp how the tool works for themselves. Instead of having one cohesive learning experience, students are kept from their teachers and devices.

Dados da obra

Tipo

Artigo

Periódico

Journal of Curriculum and Teaching, v. 12, n. 1, p. 283

Editora

Sciedu Press

Ano

2023 (2023-02-17)

Idioma

en

Palavras-chave

digital technology in mathematics education; virtual learning environments; high school mathematics; teacher perceptions; barriers to technology integration; social artifacts; teacher agency; student learning; educational technology implementation

Temas

Tecnologias Digitais

DOI

10.5430/jct.v12n1p283

ISSN

1927-2677, 1927-2685

Licença

cc-by

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026