The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

Melchor Gómez-García, Hossein Hossein-Mohand, Juan Manuel Trujillo-Torres and Hassan Hossein-Mohand
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Melchor Gómez-García: Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain
Hossein Hossein-Mohand: Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain
Juan Manuel Trujillo-Torres: Department of Didactics and School Organization, Faculty of Educational Sciences, Universidad de Granada (UGR), 18071 Granada, Spain
Hassan Hossein-Mohand: Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain

Mathematics, 2020, vol. 8, issue 10, 1-19

Abstract: Currently, information and communication technology (ICT) has acquired an important role in education. The incorporation of ICT by mathematics teachers has been a challenge as it requires an improvement in their knowledge of the use of new technologies. We aimed to examine the most relevant items of the indicators related to teaching mathematics and ICT, to estimate the relationships between teachers individually and by clusters, and to analyze the incidence of age variables, teaching experience, and gender in this study. A total of 73 high school teachers were included in this cross-sectional study. A validated questionnaire was used to assess mathematics and teaching practice, use, resources, and domain of ICT. Principal component analysis (PCA) was applied to determine the associations among variables of the present study. The application of ICT to teaching was associated with the use of ICT resources in the classroom and indicated that teachers made more choice in selecting a variety of software than electing different hardware devices. Teachers combined technology with educational platforms to improve student learning in mathematics. The general perception of mathematics teachers about their digital competence does not match with models employed in the classroom. Gender was not an influencing factor.

Keywords: information and communication technology (ICT); mathematics; educational innovation; teacher resources; teachers’ professional development (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2020
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