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Teachers’ perceptions on technology-assisted mathematics teaching and the interactive activities

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Abstract

The methods and techniques used by teachers have an important place on the basis of many students’ negative perspectives and failures towards mathematics. Integrating technology into mathematics learning environments is inevitable since it is of great importance to create rich learning environments to increase students’ interest and understanding of mathematics. This study aims to examine both the effectiveness of technology-assisted interactive activities that make the students learn mathematics with fun and love, and teachers’ perceptions on technology-assisted mathematics teaching. To this end, 50 technology-based interactive activities has been prepared based on the topics of “exponential and square root numbers”, which were selected by taking the views of 10 mathematics teachers who were actively teaching in the field. In this study, as a technique of the qualitative research, a case study has been conducted. The participants in the present study were 25 teachers who were assigned according to the maximum variation and criterion sampling techniques. The data of the study has been collected by using semi-structured form with 6 items prepared by researchers. Under the views of teachers, alongside with the technology-assisted teaching and technology-assisted mathematics teaching, the results based on employability, productivity and efficiency of the prepared interactive activities have been achieved. In general, it has been observed that teachers like interactive activities and support the use of technology in learning environments, but they experience various problems in practice. In this context, various suggestions have been made for the improvement of the technology integration process and for future studies.

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This study was funded by Scientific Research Projects Coordination Unit of Istanbul University-Cerrahpasa. Project number: SBA-2016-20028.

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  1. Department of Computer Education and Instructional Technologies, Istanbul University-Cerrahpasa, Istanbul, Turkey

    Sezer Kose Biber

  2. Department of Mathematics and Science Education, Istanbul University-Cerrahpasa, Istanbul, Turkey

    Mahir Biber & Hatice Nur Erbay

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  1. Sezer Kose Biber
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All authors worked collaboratively during the writing of the article. The data was analysed together. All authors reviewed the manuscript. The corresponding author took part in the creation of digital images and content.

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Biber, S.K., Biber, M. & Erbay, H.N. Teachers’ perceptions on technology-assisted mathematics teaching and the interactive activities. Educ Inf Technol 27, 6913–6945 (2022). https://doi.org/10.1007/s10639-022-10898-9

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