Open Access Peer-reviewed Review

Main Article Content

Mukesh Maharjan
Niroj Dahal corresponding author
Binod Prasad Pant

Abstract

Mathematical illusions and concepts can be more easily visualized and understood with the help of information and communication technologies (ICT). On the contrary, ICT development in Nepali classrooms (from elementary school to university) moves glacially. This study examines the role of ICT tools in mathematics and their features and importance in promoting meaningful learning in mathematics. Based on the literature available, this study found that GeoGebra, Google SketchUp, and Microsoft Mathematics are excellent ICT tools for visualizing mathematical concepts, creating 3D models, and discovering solutions and graphical representations of more complex mathematical concepts and/or illusions. This study also demonstrates the importance of these ICT tools in promoting mathematics teaching and learning from elementary school to the university level. Incorporating the ICT tools mentioned above for teaching and learning mathematics has positively impacted students' achievement in mathematics.

Keywords
ICT, mathematics, teaching and learning, students' achievement

Article Details

How to Cite
Maharjan, M., Dahal, N., & Pant, B. P. (2022). ICTs into mathematical instructions for meaningful teaching and learning. Advances in Mobile Learning Educational Research, 2(2), 341-350. https://doi.org/10.25082/AMLER.2022.02.004

References

  1. Ayub, A. F. M., Mokhtar, M. Z., Luan, W. S., & Tarmizi, R. A. (2010). A comparison of two different technologies tools in tutoring Calculus. Procedia-Social and Behavioral Sciences, 2(2), 481-486. https://doi.org/10.1016/j.sbspro.2010.03.048
  2. Belgheis, S., & Kamalludeen, R. (2018). The intention to use GeoGebra in the teaching of mathematics among Malaysian teachers. Malaysian Online Journal of Educational Technology, 6(1), 109-115. http://irep.iium.edu.my/61704
  3. Brekke, M., & Hogstad, P. H. (2010). New teaching methods-Using computer technology in physics, mathematics and computer science. International Journal of Digital Society (IJDS), 1(1), 17-24. https://doi.org/10.20533/ijds.2040.2570.2010.0004
  4. Cross, M., & Adam, F. (2007). ICT policies and strategies in higher education in South Africa: National and institutional pathways. Higher Education Policy, 20(1), 73-95. https://doi.org/10.1057/palgrave.hep.8300144
  5. Curri, E. (2012). Using computer technology in teaching and learning mathematics in an Albanian upper secondary school: the implementation of simReal in trigonometry lessons [Master's thesis]. Universitetet i Agder, University of Agder.
  6. Dahal, N. (2019). Integration of GeoGebra in teaching mathematics: Insights from teaching experiment. In Proceeding of Seventh National Conference on Mathematics and Its Applications (pp. 60-71), Butwal, Nepal.
  7. Dahal, N., Luitel, B. C., & Pant, B. P. (2019b). Teacher-students relationship and its potential impact on mathematics learning. Mathematics Education Forum Chitwan, 4(4), 35-53. https://doi.org/10.3126/mefc.v4i4.26357
  8. Dahal, N., Luitel, B. C., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2020). Emerging ICT tools, techniques and methodologies for online collaborative teaching and learning mathematics. In Mathematics Education Forum Chitwan, 5(5), 17-21. https://doi.org/10.3126/mefc.v5i5.34753
  9. Dahal, N., Manandhar, N. K., Luitel, L., Luitel, B. C., Pant, B. P., & Shrestha, I. M. (2022a). ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements. Advances in Mobile Learning Educational Research, 2(1), 289-296. https://doi.org/10.25082/AMLER.2022.01.013
  10. Dahal, N., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2022b). Use of GeoGebra in teaching and learning geometric transformation in school mathematics. International Journal of Interactive Mobile Technologies, 16(8), 65-78. https://doi.org/10.3991/ijim.v16i08.29575
  11. Dahal, N., Shrestha, D., & Pant, B. P. (2019a). Integration of GeoGebra in teaching and learning geometric transformation. Journal of Mathematics and Statistical Science, 5(12), 323-332.
  12. Daud, M. Y., & Khalid, F. (2014). Nurturing the 21st century skills among undergraduate students through the application and development of weblog. International Education Studies, 7(13), 123-129. https://doi.org/10.5539/ies.v7n13p123
  13. Dhakal, P. K. (2018). Use of ICT tools in teaching mathematics in higher education: A case of Midwestern University. International Journal of Multidisciplinary Perspectives in Higher Education, 3(1), 81-88. https://doi.org/10.32674/jimphe.v3i1.636
  14. Fischer, G. (2011). Social creativity: Exploiting the power of cultures of participation. In 2011 Seventh International Conference on Semantics, Knowledge and Grids (pp. 1-8), IEEE. https://doi.org/10.1109/SKG.2011.47
  15. Flecknoe, M. (2002). How can ICT help us to improve education? Innovations in Education and Teaching International, 39(4), 271-279. https://doi.org/10.1080/13558000210161061
  16. Fluck, A. E. (2010). From integration to transformation. In Researching IT in Education (pp. 78-87). Routledge.
  17. Hannafin, R. D., & Foshay, W. R. (2008). Computer-based instruction's (CBI) rediscovered role in K-12: An evaluation case study of one high school's use of CBI to improve pass rates on high-stakes tests. Educational Technology Research and Development, 56(2), 147-160. https://doi.org/10.1007/s11423-006-9007-4
  18. Hennessy, S., Fung, P., & Scanlon, E. (2001). The role of the graphic calculator in mediating graphing activity. International Journal of Mathematical Education in Science and Technology, 32(2), 267-290. https://doi.org/10.1080/00207390010022176
  19. Hodanbosi, C. L. (2001). A comparison of the effects of using a dynamic geometry software program and construction tools on learner achievement (pp. 1-222). Kent State University.
  20. Hohenwarter, M., Jarvis, D., & Lavicza, Z. (2009). Linking geometry, algebra, and mathematics teachers: GeoGebra software and the establishment of the International GeoGebra Institute. International Journal for Technology in Mathematics Education, 16(2), 83-87..
  21. Ittigson, R. J. & Zewe, J. G. (2003). Technology in the mathematics classroom. In Tomei, L.A. (Ed.), Challenges of teaching with technology across the curriculum: Issues and solutions. Information Science Publishing (pp. 114-133). Passey. https://doi.org/10.4018/978-1-59140-109-4.ch004
  22. Javaid, M., Haleem, A., Singh, R. P., & Suman, R. (2022). Artificial intelligence applications for industry 4.0: A literature-based study. Journal of Industrial Integration and Management, 7(1), 83-111. https://doi.org/10.1142/S2424862221300040
  23. Justicia-Galiano, M. J., Martín-Puga, M. E., Linares, R., & Pelegrina, S. (2017). Math anxiety and math performance in children: The mediating roles of working memory and math self-concept. British Journal of Educational Psychology, 87(4), 573-589. https://doi.org/10.1111/bjep.12165
  24. Katsaris, I., & Vidakis, N. (2021). Adaptive e-learning systems through learning styles: A review of the literature. Advances in Mobile Learning Educational Research, 1(2), 124-145. https://doi.org/10.25082/AMLER.2021.02.007
  25. Keong, C. C., Horani, S., & Daniel, J. (2005). A study on the use of ICT in mathematics teaching. Malaysian Online Journal of Instructional Technology, 2(3), 43-51.
  26. Kroeker, K. L. (2010). Engineering the web's third decade. Communications of the ACM, 53(3), 16-18. https://doi.org/10.1145/1666420.1666428
  27. Kurtulus, A., &Uygan, C. (2010). The effects of Google Sketchup based geometry activities and projects on spatial visualization ability of student mathematics teachers. Procedia-Social and Behavioral Sciences, 9, 384-389. https://doi.org/10.1016/j.sbspro.2010.12.169
  28. Liang, H. N., &Sedig, K. (2010). Can interactive visualization tools engage and support pre-university students in exploring nontrivial mathematical concepts? Computers & Education, 54(4), 972-991. https://doi.org/10.1016/j.compedu.2009.10.001
  29. Light, D. (2009). The role of ICT in enhancing education in developing countries: Findings from an evaluation of the Intel teach essentials course in India, Turkey, and Chile. Journal of Education for International Development, 4(2), 52-66.
  30. Liveri, A., Xanthacou, Y., & Kaila, M. (2012). The Google Sketch up software as a tool to promote creativity in education in Greece. Procedia-Social and Behavioral Sciences, 69, 1110-1117. https://doi.org/10.1016/j.sbspro.2012.12.040
  31. Majerek, D. (2014). Application of GeoGebra for teaching mathematics. Advances in Science and Technology Research Journal, 8(24), 51-54. https://doi.org/10.12913/22998624/567
  32. Mikre, F. (2011). The roles of information communication technologies in education: Review article with emphasis to the computer and internet. Ethiopian Journal of Education and Sciences, 6(2), 109-126.
  33. Mohammad, A. H. (2004). Teaching and learning with technology: Kuwaiti mathematics pre-service teachers' competencies and attitudes [Doctoral dissertation]. The Pennsylvania State University.
  34. Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education. Computers in Human Behavior, 23(3), 1499-1530. https://doi.org/10.1016/j.chb.2005.07.004
  35. Noor-Ul-Amin, S. (2013). An effective use of ICT for education and learning by drawing on worldwide knowledge, research, and experience. ICT as a Change Agent for Education. India: Department of Education, University of Kashmir, 1-13.
  36. Oktaviyanthi, R., & Supriani, Y. (2015). Experimental design: Utilizing Microsoft mathematics in teaching and learning calculus. Journal of Education and Practice, 6(25), 75-83. https://doi.org/10.22342/jme.6.1.1902.63-76
  37. Oktaviyanthi, R., & Supriani, Y. (2015). Utilizing Microsoft mathematics in teaching and learning calculus. Indonesian Mathematical Society Journal on Mathematics Education, 6(1), 63-76. https://doi.org/10.22342/jme.6.1.1902.63-76
  38. Oye, N. D., Shallsuku, Z. K., & Iahad, A. N. (2012). The role of ICT in education: Focus on university undergraduates taking mathematics as a course. International Journal of Advanced Computer Science and Applications, 3(2), 136-143. https://doi.org/10.14569/IJACSA.2012.030224
  39. Papadakis, S. (2021). Advances in Mobile Learning Educational Research (A.M.L.E.R.): Mobile learning as an educational reform. Advances in Mobile Learning Educational Research, 1(1), 1-4. https://doi.org/10.25082/AMLER.2021.01.001
  40. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016a). Comparing tablets and PCs in teaching mathematics: An attempt to improve mathematics competence in early childhood education. Preschool and Primary Education, 4(2), 241-253. https://doi.org/10.12681/ppej.8779
  41. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students' understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849-1871. https://doi.org/10.1007/s10639-018-9693-7
  42. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2021). Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten. Advances in Mobile Learning Educational Research, 1(1), 5-18. https://doi.org/10.25082/AMLER.2021.01.002
  43. Papadakis, St., Kalogiannakis, M., & Zaranis, N. (2016b). Improving mathematics teaching in kindergarten with realistic mathematical education. Early Childhood Education Journal, 45(3), 369-378. https://doi.org/10.1007/s10643-015-0768-4
  44. Paudel, S. (2015). Teachers' and students' perceptions on the use of ICT in mathematics teaching [Unpublished MPhil dissertation]. Kathmandu University.
  45. Poultsakis, S., Papadakis, S., Kalogiannakis, M., & Psycharis, S. (2021). The management of digital learning objects of natural sciences and digital experiment simulation tools by teachers. Advances in Mobile Learning Educational Research, 1(2), 58-71. https://doi.org/10.25082/AMLER.2021.02.002
  46. Qureshi, A., & Qureshi, N. (2021). Challenges and issues of STEM education. Advances in Mobile Learning Educational Research, 1(2), 146-161. https://doi.org/10.25082/AMLER.2021.02.009
  47. Richardson, J. W. (2011). Challenges of adopting the use of technology in less developed countries: The case of Cambodia. Comparative Education Review, 55(1), 8-29. https://doi.org/10.1086/656430
  48. Saha, R. A., Ayub, A. F. M., & Tarmizi, R. A. (2010). The effects of GeoGebra on mathematics achievement: Enlightening coordinate geometry learning. Procedia-Social and Behavioral Sciences, 8, 686-693. https://doi.org/10.1016/j.sbspro.2010.12.095
  49. Sarkar, K. (2015). A survey on the use of ICT in teaching-learning practices in college level mathematics. Sage.
  50. Tsoukala, C. (2021). STEM integrated education and multimodal educational material. Advances in Mobile Learning Educational Research, 1(2), 96-113. https://doi.org/10.25082/AMLER.2021.02.005
  51. Yonck, R. (2010). The age of the interface. The Futurist, 44(3), 14.
  52. Zakaria, N. A., & Khalid, F. (2016). The benefits and constraints of the use of information and communication technology (ICT) in teaching mathematics. Creative Education, 7(11), 1537-1544. https://doi.org/10.4236/ce.2016.711158