DIGITAL INSTRUCTION: ITS INSTRUCTION ON ENHANCING THE

MATHEMATICAL PROFICIENCY OF THE STUDENT

Introduction

In an era defined by rapid technological advancement, education has experienced

a profound transformation. Traditional classroom settings have evolved into dynamic,

digital landscapes, with digital instruction emerging as a prominent vehicle for

knowledge dissemination. To reduce the boredom of learning, teachers tend to integrate

digital instruction into their curriculum. Over the past few years, digital based learning

have been applied in a lot of subjects, such as mathematics (Hung et al., 2014), and

science (Chen, 2019) Digital tools and resources often incorporate interactive elements,

gamification, and multimedia, which can make learning math more engaging and

enjoyable for students. This increased engagement can lead to better retention of

mathematical concepts. Digital platforms can adapt to individual student's learning needs,

offering customized exercises and challenges based on their skill level. This personalized

approach helps students learn at their own pace and address their specific strengths and

weaknesses in math. Digital instruction can be accessed anytime, anywhere, as long as

there is an internet connection. This accessibility allows students to practice math skills

beyond the classroom, reinforcing their learning and providing additional opportunities

for skill development.

The rapidly evolving landscape of digital tools and platforms presents a challenge in

understanding which specific technologies and approaches are most effective for
improving mathematical skills. A comprehensive examination of these technologies is

currently lacking.

Objectives

To assess the contribution of digital instructional methods on students'

mathematical proficiency. To analyze the effectiveness of various digital tools and

resources in improving mathematical learning outcomes.

To investigate the preferences and attitudes of students towards digital math

instruction. To identify potential barriers or challenges in implementing digital

instruction for math education.

To provide recommendations for educators and policymakers to enhance the use

of digital technology in math education.

RL

However, a recent assessment of empirical studies on the use of digital technology in

mathematics education emphasizes that technology usage "does not, in the main, live up

to their projected promise to revolutionize the learning experience" (Bray & Tangney,

2017). Students mostly misunderstand the concept of using digital technology; they use it

in the wrong way that enables them to develop their mathematical skills.