Chinese mathematics teachers’ use of digital technologies for instruction: A survey study

Resumo

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.

Dados da obra

Tipo

Artigo

Periódico

Eurasia Journal of Mathematics Science and Technology Education, v. 18, n. 8, p. em2135

Editora

Modestum Limited

Ano

2022 (2022-07-02)

Idioma

en

Palavras-chave

mathematics teachers; technology integration; K-12 mathematics education; Chinese mathematics education; teacher beliefs; interactive whiteboards; educational software; search engines; teacher demographics; lesson planning

Temas

Tecnologias Digitais

DOI

10.29333/ejmste/12209

ISSN

1305-8215, 1305-8223

Licença

cc-by

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026