Opinions of elementary mathematics teacher candidates on the use of digital technologies in mathematics education

Abstract

Although it is desired to be integrated into education quickly with the advancement of technology, it takes time to embed such changes in education. Teachers and teacher candidates are expected to have sufficient readiness and technological infrastructure in order to keep up with the targeted and rapid transformations. The study aims to determine the views of elementary mathematics teacher candidates (EMTC) on the use of digital technology (DT) in mathematics education. A case study, one of the qualitative research methods, was used in the research. The data of the study conducted with 83 elementary mathematics teacher candidates were collected within the framework of nine open-ended questions. In line with the analyses carried out, it was concluded that undergraduate courses positively affect the use of digital technologies in mathematics education. It has been stated that the COVID-19 pandemic has opened the door to the use of digital technologies in mathematics education, and opinions on what digital technologies can be used in mathematics education have been put forward. Suggestions were made that teacher candidates should increase the courses on the use of digital technologies in their undergraduate education.

Keywords

• Digital technology
• mathematics education
• teacher candidates

References

1. Alabdulaziz, M. S. (2021). COVID-19 and the use of digital technology in mathematics education. Education and Information Technologies, 26(6), 7609-7633. https://doi.org/10.1007/s10639-021-10602-3
2. Alexiou-Ray, J. A., Wilson, E., Wright, V. H., & Peirano, A. (2003). Changing instructional practice: The impact of technology integration on students, parents, and school personnel. Electronic Journal for the Integration of Technology in Education, 2(2), 58-80.
3. Battelle for Kids (2019). Framework for 21st Century Learning. https://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
4. Biagas, G. B., Velázquez, L., Machado, A. L., & López, I. (2021). El Plan CEIBAL y el uso de tecnología digital con sentido pedagógico para la enseñanza de la Matemática. El caso de la Placa micro: bit. Revista Iberoamericana de Educación, 87(1), 197-215.
5. Borba, M. C. (2021). The future of mathematics education since COVID-19: Humans-with-media or humans-with-non-living-things. Educational Studies in Mathematics, 108(1), 385-400. https://doi.org/10.1007/s10649-021-10043-2
6. Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM Mathematics Education, 48, 589–610. https://doi.org/10.1007/s11858-016-0798-4
7. Bozkurt, A., & Cilavdaroğlu, A. K. (2011). Matematik ve sınıf öğretmenlerinin teknolojiyi kullanma ve derslerine teknolojiyi entegre etme algıları. Kastamonu Eğitim Dergisi, 19(3), 859-870.
8. Bozkurt, G. (2022). Matematik eğitiminde teknoloji odaklı gerçekleştirilen bir proje kapsamında matematik öğretmenlerinin teknolojiye yönelik görüş ve farkındalıklarının incelenmesi. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 196-211.

9. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
10. British Educational Communications and Technology Agency (BECTA). (2003). What the research says about using ICT in maths. Coventry, UK: BECTA. https://mirandanet.ac.uk/wp-content/uploads/2019/06/wtrs_17_maths.pdf
11. Brown, C., & Czerniewicz, L. (2010). Debunking the “digital native”: Beyond digital apartheid, towards digital democracy [Special section]. Journal of Computer Assisted Learning, 26(5), 357–369. https://doi.org/10.1111/j.1365-2729.2010.00369.x
12. Brown, J. P. (2017). Teachers' perspectives of changes in their practice during a technology in mathematics education research project. Teaching and teacher education, 64, 52-65. https://doi.org/10.1016/j.tate.2017.01.022
13. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (17th ed.). Pegem Akademi Yayıncılık.
14. Çakır, R., & Oktay, S. (2013). Bilgi toplumu olma yolunda öğretmenlerin teknoloji kullanımları. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 30, 35-54.
15. Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş. (3rd ed.). Trabzon.
16. Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. ZDM Mathematics Education, 52, 1223–1242. https://doi.org/10.1007/s11858-020-01196-0
17. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
18. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
19. Das, K. (2021). Integrating e-learning & technology in mathematics education. Journal of Information and Computational Science, 11(1), 310-319.
20. Engelbrecht, J., Llinares, S., & Borba, M. C. (2020). Transformation of the mathematics classroom with the internet. ZDM Mathematics Education, 52, 825–841. https://doi.org/10.1007/s11858-020-01176-4
21. Ersoy, Y. (2003). Teknoloji destekli matematik öğretimi-II: Hesap makinesinin matematik etkinliklerinde kullanılması. İlköğretim Online, 2(2), 35-60
22. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & education, 59(2), 423-435.
23. Eryılmaz, S., & Uluyol, Ç. (2015). 21. yüzyıl becerileri ışığında FATİH projesi değerlendirmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(2), 209-229.
24. Gonscherowski, P., & Rott, B. (2022). How Do Pre-/In-Service Mathematics Teachers Reason for or against the Use of Digital Technology in Teaching?. Mathematics, 10(13), 2345. https://doi.org/10.3390/math10132345
25. Gruszczynska, A., Merchant, G., & Pountney, R. (2013). Digital futures in teacher education: Exploring open approaches towards digital literacy. Electronic Journal of E-Learning, 11(3), 193-206. (EJ1016248).ERIC. https://eric.ed.gov/?id=EJ1016248
26. Günbaş, N. (2022). Pre-service teachers’ approaches to designing technology-based activities in anchored instruction framework. Journal of Educational Technology & Online Learning, 5(2), 270-296.
27. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and Learning: current knowledge gaps and recommendations for future research. Education Technology Research & Development, 55, 223–252. https://doi.org/10.1007/s11423-006-9022-5
28. İnce-Muslu, B., & Erduran, A. (2020). Matematik eğitimine teknoloji entegrasyon sürecinin incelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (50), 258-273.
29. Johnson, B., & Christensen, L. B. (2019). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications Inc.
30. Kaldırım, A., & Tavşanlı, Ö. F. (2021). A thematic review of using digital teaching technologies in Turkish language teaching. Journal of Educational Technology & Online Learning, 4(2), 70-95. https://doi.org/10.31681/jetol.898014
31. Karlsson, A. I., Alatalo, T., Nyberg, G., & Backman, E. (2022). Exploring physical education teachers’ perceptions and attitudes towards digital technology in outdoor education. Journal of Adventure Education and Outdoor Learning, 1-15. https://doi.org/10.1080/14729679.2022.2054835
32. Kutluca, T., & Zengin, Y. (2011). Matematik öğretiminde geogebra kullanımı hakkında öğrenci görüşlerinin değerlendirilmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (17), 160-172.
33. Lai, K. W., & Hong, K. S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist?. British Journal of Educational Technology, 46(4), 725-738. https://doi.org/10.1111/bjet.12161
34. Loong, E. Y. K., & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics: The complexities. Mathematics Education Research Journal, 30(4), 475-498. https://doi.org/10.1007/s13394-018-0235-9
35. Mantilla, A., & Edwards, S. (2019). Digital technology use by and with young children: A systematic review for the statement on young children and digital technologies. Australasian Journal of Early Childhood, 44(2), 182-195.
36. Matos, J., Pedro, A., & Piedade, J. (2019). Integrating digital technology in the school curriculum. International Journal of Emerging Technologies in Learning (iJET), 14(21), 4-15.
37. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
38. Ministry of National Education [MoNE] (2018). 2023 eğitim vizyonu. https://www.gmka.gov.tr/dokumanlar/yayinlar/2023_E%C4%9Fitim%20Vizyonu.pdf
39. Ng, W. (2015). Change and continuity in educational uses of new digital technologies. in: new digital technology in education. Springer, Cham. https://doi.org/10.1007/978-3-319-05822-1_1
40. Öksüz, C., & Ak, Ş. (2010). İlköğretim okullarında matematik derslerinde teknoloji kullanım düzeyini belirleme ölçeği geçerlik ve güvenirlik çalışması. Elektronik Sosyal Bilimler Dergisi, 9(32), 372-383.
41. Öztop, F. (2022). Matematik öğretiminde dijital teknoloji kullanımının matematik motivasyonunu artırmadaki etkililiği: Bir meta-analiz çalışması. Karaelmas Eğitim Bilimleri Dergisi, 10 (1) , 15-26.
42. Öztop, F., & Özerbaş, M. A. (2019, October, 23-27). Dijital teknoloji destekli sınıf eğitimi çalışmalarındaki eğilimler: lisansüstü tezler üzerine bir içerik analizi. 2. Uluslararası Temel Eğitim Kongresi, Muğla, Türkiye.
43. Patton, M. Q. (2014). Qualitative research & evaluation methods (4th ed.). Sage Publications.
44. Recordigital (2022). We are social 2022: Dünyada ve Türkiye’de internet-sosyal medya kullanımı. Retrieved June 15, 2022 from https://recrodigital.com/dunyada-ve-turkiyede-internet-sosyal-medya-kullanimi-2022/#:~:text=K%C3%BCresel%20internet%20kullan%C4%B1c%C4%B1lar%C4%B1%2C%202022'nin,58%2C4'%C3%BCne%20e%C5%9Fit.
45. Saykili, A. (2019). Higher education in the digital age: The impact of digital connective technologies. Journal of Educational Technology & Online Learning, 2(1), 1-15. https://doi.org/10.31681/jetol.516971
46. Şeker, H. B., & Erdoğan, A. (2017). GeoGebra yazılımı ile geometri öğretiminin geometri ders başarısına ve geometri öz-yeterliğine etkisi. OPUS International Journal of Society Researches, 7(12), 82-97.
47. Şen, E. Ö., & Hava, K. (2020). Prospective middle school mathematics teachers’ points of view on the flipped classroom: The case of Turkey. Education and Information Technologies, 25(5), 3465-3480. https://doi.org/10.1007/s10639-020-10143-1
48. Tatar, E., Kağızmanlı, T. B., & Akkaya, A. (2013). Türkiye’deki teknoloji destekli matematik eğitimi araştırmalarının içerik analizi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (35), 33-45.
49. Thomas, M. O., Hong, Y. Y., & Oates, G. (2017). Innovative uses of digital technology in undergraduate mathematics. In E. Faggiano, F. Ferrara, & A. Montone (Eds.), Innovation and technology enhancing mathematics education (pp. 109–136). Springer.
50. U.S. Department of Education (2010). Transforming American Education: Learning powered by technology. Office of Educational Technology, Washington, DC (2010) Retrieved from https://www.ed.gov/sites/default/files/netp2010.pdf
51. Ulaş, A. H., & Ceyhun, O. Z. A. N. (2010). Sınıf Öğretmenlerinin eğitim teknolojileri açısından yeterlilik düzeyi?. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(1), 63-84.
52. Yıldırım, A., & Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık
53. Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage.
54. Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers college record, 104(3), 482-515.