FIJI NATIONAL UNIVERSITY

NUMERACY & MATHEMATICS

EDUCATION 2
EDU 735
ASSESSMENT 2
LITERATURE REVIEW

NAME: NEHA DEVI SHARMA

ID#: A00218188

SECTION: 302
 INTERGATING ICT IN MATHEMATICS CLASSROOM

1.0 INTRODUCTION
According to Barakabitze, et al. (2019) ICTs have evolved into the most fundamental component
of contemporary industrial society. ICTs' fundamental concepts, and skills are now widely
accepted and used in; the teaching of science, technology, engineering, and mathematics in many
countries (STEM). ICTs have become a commonplace in instructional design across a variety of
teaching courses. ICT-based development is a global imperative that has long been and will
continue to be a topic of great importance to all humankind. Computers, software, networks,
satellite links, and related systems that enable people to access, analyze, produce, share, and use
data, information, and knowledge in ways that were previously unthinkable are collectively
referred to as information and communication technologies, or ICTs. The widespread use and
quick development of ICTs have transformed nearly every aspect of human society from the
information age to the knowledge age. This is true because using ICTs in various STEM-related
subjects requires certain competencies from both students and teachers. These include; the ability
to use ICTs personally in instruction, the ability to use ICTs as a teaching tool in instruction, and
the ability to comprehend the policy implications of using ICTs in instruction for learning.
Students would be able to engage in interactive activities with a wider variety of information,
and knowledge during their learning if ICT were integrated into the classroom. Additionally,
students would be influenced by teachers' attitudes to incorporate ICT into their teaching
methods. In addition to ICT expertise and knowledge, the attitudes of both teachers and students
are crucial in integrating ICT into the educational system. ICTs are essential for achieving
overarching socioeconomic objectives in the areas of employment, healthcare, education, and
social development.

1.1 ICT and mathematics

Das (2019), states that ICT can be used by students as; a tool to perform calculations, create
graphs, and assist in problem-solving. The most obvious instance of students using ICT in this
way is when they use a calculator or a device similar to it to perform more difficult mathematical
operations. However, problems can be solved using tests, improvement, or retrieval methods
using spreadsheets, computer algebra systems, or graphical calculators. Instead of using algebra
to solve an equation graphically, math students can use graphing calculators or graph plotters.
Using the extensive statistical features of the graphical calculator, students can easily perform a
statistical analysis of the data they collect. A student can better comprehend, resolve, and then
demonstrate a geometric problem by creating an image in a dynamic geometry program.
Students' ability to use and apply mathematics is frequently enhanced when they use ICT as; a
tool to aid in their research, problem-solving, or understanding of events. ICT can be a powerful
and effective tool, but students must learn the necessary technical skills if they are to make the
most of the opportunities that are given to them.
1.2 Factors that inhibit ICT from being used in math classrooms
According to Al Mulhim, (2014) ICT integration challenges may be related to teachers or
institutions of higher education. Numerous challenges are listed in the literature for teachers and
schools. However, the most significant and frequent barriers at the teacher level are: teachers'
attitudes toward technology, teachers' resistance to change, a lack of time, teachers' lack of
confidence in using technology, and teachers' lack of knowledge and skills in using technology,
while barriers at the school level are: lack of access to technology, lack of effective training, lack
of technical support, the high cost of hardware and software, and so forth.
Numerous studies have revealed a number of challenges that teachers face when integrating ICT
in their classrooms. ICT integration into lessons is hampered by a number of factors, including:
(1) teachers' lack of confidence during the integration process; (2) a lack of resources; (3) a lack
of time; (4) insufficient training; (5) technical issues while using the software; (6) a lack of
personal access during lesson preparation; and (7) teachers' advanced age. Others have noted the
following or related variations as common barriers: a lack of computers, a lack of good software,
a lack of time, technical issues, teacher attitudes toward computers, a lack of funding, a lack of
teacher confidence, resistance to change, a lack of administrative support, a lack of computer
skills, a lack of fit with the curriculum, scheduling issues, a lack of training opportunities, and a
lack of vision for how to integrate ICT instruction (Baya’a & Daher (2013).

1.3 ICT's potential in mathematics education

Mathematical educators have long given consideration to the use of ICT in the classroom.
Spreadsheets, databases, programmable toys or floor robots, portable devices, graphic
calculators, and computerized graphing are a few examples of ICT use in mathematics. Studies
have revealed that a variety of portable devices are available that enable students to gather data
and manipulate it using databases and spreadsheets for work in numeracy. Incorporating
fieldwork investigations into math lessons outside of the classroom is also made possible by
some portable equipment. The process of graphing is sped up by the use of graphic calculators
and computerized graphing in mathematics, allowing people more time to analyze and consider
the relationships between the data. Math curriculum software and specialized programs like
Computer Algebra Systems (CAS), Dynamic Geometry Systems (DGS), and Dynamic Geometry
Systems (DGS) allow students to manipulate and measure shapes, which helps them learn at a
higher level. One of the earliest uses of ICT in math was the use of programmable toys or floor
robots, which, depending on the application, led to significant changes in how math is taught.
Learning geometric concepts and problem-solving techniques through Logo helps students reach
higher levels of mathematical thinking. ICT aids constructivist pedagogy, which enables students
to investigate and comprehend mathematical ideas. This strategy encourages higher order
thinking and better approaches to problem-solving. By utilizing ICT as a tool to help students
achieve their learning goals, teachers can maximize the impact of ICT in math instruction.
Determining the best ways to incorporate ICT into the teaching of mathematics is undoubtedly a
"wicked problem" for math educators. This wicked problem raises a number of difficult
educational issues, such as when it is appropriate for teachers to use calculators when instructing
math. How should teachers integrate the potent new symbolic programs into the teaching of
fundamental algebra? Should teachers permit students to use the numerous brand-new math
homework help websites online? Such instructional questions highlight the complexity of the
issue of effective ICT integration into mathematics teaching for teachers. They also need to be
proficient in the pedagogical use of ICT in addition to having competent knowledge of teaching
mathematics Agyei & Voogt (2011).

1.4 Conclusion
In conclusion, teachers' ICT skills have the potential to develop a classroom management system
based on technology. If teachers are proficient in ICT, they will be able to maximize a variety of
ICT-based classroom management techniques. The use of ICT in learning will change as a result
of constant repetition and habituation, maximizing its educational advantages. The teaching and
learning processes are both improved by the use of ICT in mathematics education. ICT
integration in mathematics education gives teachers of mathematics integrative teaching methods
that encourage students' learning, support their independent learning and active participation in
the exploration of mathematical concepts and topics, and, as a result, aid in their having a deeper
understanding of the mathematical ideas. As a result, ICT integration in mathematics teaching
and learning helps students achieve better results in math thanks to ICT's educational benefits.
These capabilities of the ICT make its integration in the mathematics classroom a promising
practice, but its success depends on a number of factors, including the following: teachers'
perceptions of their ICT abilities, teachers' attitudes toward the contribution of the ICT to the
teaching of mathematics, teachers' attitudes toward the contribution of the ICT to students'
mathematics learning, and teachers' emotions toward the use of the ICT in the mathematics
classroom.
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