Exploring Demographic Influences on Digital Technology Integration in Chinese Primary Mathematics Education
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Resumo
In the evolving landscape of primary mathematics education, this study investigates the impact of gender, age, teaching experience, educational background, and mathematics-specific education on the factors of integrating digital technology during the post-pandemic era in primary schools. Data from 554 primary mathematics teachers in China, were analyzed using Technological Pedagogical Readiness scale across eleven constructs with KruskalWallis and Mann-Whitney U tests for statistical examination. Results indicate a significant difference in the Technological Pedagogical Content Knowledge (TPACK) construct based on gender, with female teachers exhibiting stronger integration. Contrary to findings from other studies, other constructs showed no substantial gender differences, suggesting an equalizing effect potentially propelled by widespread digital adaptation during the pandemic. Age and teaching experience did not present significant variations in technology integration, revealing a shift from previously understood dynamics where younger, less experienced educators were considered more technologically-inclined. Educational levels, including junior college, bachelor's degree, and master's degree, along with a mathematics-specific background, did not significantly influence digital integration, indicating a standardization of technological engagement regardless of academic specialization or mathematics background. The study's insights emphasize the necessity for inclusive professional development programs that consider these nuances and support sustained technology use in education beyond the pandemic.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Electronic Journal of Mathematics Education, v. 20, n. 2, p. em0810
- Ano
- 2025 (2025-01-02)
- Idioma
- en
- Palavras-chave
- Digital Literacy; Mathematics Instruction; Age Differences; Teaching Experience; Technological Literacy; Pedagogical Content Knowledge; Gender Differences; Elementary School Teachers; Educational Background; Technology Integration; Mathematics Teachers; Teacher Attitudes; Pandemics; COVID-19; Educational Change; Teaching Methods; Bachelors Degrees; Masters Degrees; Foreign Countries; digital integration; primary school mathematics; TPACK; technological pedagogical content knowledge; teacher age; teacher educational background; post-pandemic education; teacher professional development
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.29333/iejme/15814
- ISSN
- 1306-3030
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
LI, Mao et al.. Exploring Demographic Influences on Digital Technology Integration in Chinese Primary Mathematics Education. International Electronic Journal of Mathematics Education, v. 20, n. 2, p. em0810, 2025. DOI: https://doi.org/10.29333/iejme/15814.
APA
Li, M., Vale, C., Tan, H., & Blannin, J. (2025). Exploring Demographic Influences on Digital Technology Integration in Chinese Primary Mathematics Education. International Electronic Journal of Mathematics Education, 20(2), em0810. https://doi.org/10.29333/iejme/15814
BibTeX
@article{li2025,
author = {Li, Mao and Vale, Colleen and Tan, Hazel and Blannin, Joanne},
title = {Exploring Demographic Influences on Digital Technology Integration in Chinese Primary Mathematics Education},
year = {2025},
journal = {International Electronic Journal of Mathematics Education},
volume = {20},
number = {2},
pages = {em0810},
doi = {10.29333/iejme/15814},
language = {en}
}RIS
TY - JOUR AU - Li, Mao AU - Vale, Colleen AU - Tan, Hazel AU - Blannin, Joanne TI - Exploring Demographic Influences on Digital Technology Integration in Chinese Primary Mathematics Education PY - 2025 JO - International Electronic Journal of Mathematics Education VL - 20 IS - 2 SP - em0810 DO - 10.29333/iejme/15814 LA - en ER -
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