Effect of Using ICT on Learning Mathematics in Selected Secondary Schools in Makurdi Metropolis
DOI:
https://doi.org/10.53555/nnms.v6i7.777Keywords:
Learning, ICT, Mathematics, Schools, Benue, NigeriaAbstract
This study reviewed conceptual, theoretical and empirical literatu re on problem affecting the effective use of information and communication technology in teaching and learning of mathematics in secondary schools. Secondary source of information based on prior studies on the subject are examined in terms of methodology, research findings and recommendations. Descriptive research methodology was used to analyze the content of the theoretical, conceptual and empirical literature for this study. The study was anchored on Radical Constructivism Theory and Social Constructivism Theory. According to the study, technology is developed to solve problems associated with human need in more productive ways. If there is no problem to solve, the technology may not be developed and/or not adopted. Applying this principle to educational technology would mean that educational institution should create and adopt technologies that address educational problems, of which there are many. Majority of the findings from most of the empirical review indicates a positive relationship between teaching and learning of Mathematics and the use of information and communication technology in secondary schools. Those that indicates a negative relationship states that lack of knowledge of the teachers, low level of training and retraining of resource person, lack of relevant equipment, poor infrastructures, such as computers, network and power especially in the rural areas are some of the factors that makes the use of information and communication technology inhibit the teaching and learning of mathematics in secondary schools. It was concluded that the use of ICT in teaching and learning mathematics can make the teaching process more efficient as well as enhance the students’ capabilities in understanding basic concepts. It was recommended among others that the government, academic institutions and different stakeholders such as curriculum planners, policy makers, experts, teachers, students and parents to be serious and aware of these issues and their consequence.
References
Adamy, P., & Boulmetis, J. (2016). The impact of modeling technology integration on pre-service teachers’ technology confidence. Journal of Computing in Higher Education, 17(2):100–120
Agyei, D. D. & Voogt, J. (2012). ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Retrieved from http://www.springerlink.com on 20thsept 2012.
Ajayi, L. (2008). Towards effective use of information and communication technology (ICT) for teaching in Nigerian colleges of education. Asian Journal of information Technology, 5(5), 210-214.
Andarias, R. (2016). The use of Technology in Local Tax Administration: A paper presented to the European and Mediterranean Conference on Information System. July 2006, Costa Blenca, Alicanter, Spain .
Belbase, S. (2016). Radical versus social constructivism: An epistemological-pedagogical dilemma. International Journal of Contemporary Educational Research, 1(2), 98-112.
Brown, D., & Warschauer, M. (2016). From the university to the elementary classroom: Students' experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3):599-621.
Chigona, A., & Chigona, W. (2010). An investigation of factors affecting the use of ICT for teaching in the Western Cape schools. 18th European Conference on Information Systems.
Chong, C. K., Sharaf, H. & Jacob, D. (2005). A Study on the use of ICT in Mathematics Teaching. Malaysian Online Journal of Instructional Technology (MOJIT) Vol. 2, No. 3, pp 43-51.
Cuban, L. (2001). So much high-tech money invested, so little use: how come? [Online] Available: http://www.edtechnot.com/notarticles1201.html [2004, November 17].
Diebold, J. (2010). The application of Information Technology. Annals of the American Academy of Political and Social Science, 3(40):38-45.
Hair, J. F., Anderson, R. E., Tatham, R. L. and Black, W. (1995). Multivariate Data Analysis, (5th edn). Pearson: United States, pp.48-53
Hilton, M. (2008), Using information technology to improve tax and revenue collection, The Institute of Brazilian business and public management issues, Minerva program, 6:5-7.
Jones, A. (2014). A Review of the Research Literature on Barriers to the Uptake of ICT by Teachers. UK: Becta.
Kaput, J. J. & Roschelle, J. (1997). Deepening the impact of technology beyond assistance with traditional formalism in order to democratize access to ideas underlying Calculus. In E. Pehkonen (Ed), Proceedings of the 21st conference of Mathematics Education (PME) pp105-112. Lahti, Finland: University of Helsinky.
Kynigos, C and Argyris, M. (2004). Teacher beliefs and practices formed during an innovation with computer-based exploratory mathematics in the classroom. Teachers and Teaching: theory and practice, Vol. 10, No. 3, 247-273, June 2004
Lankshear, C., Snyder, I., with Green, B. (2000). Teachers and techno-literacy: Managing literacy, technology and learning in schools. NSW: Allen and Unwin, pp. 34-41.
Leo, C. (2010). Reflexive thinking in mathematics: Formal and informal aspects. In A. Diez, J. Echeverria, A. Ibarra (Eds.), Structures in mathematical theories (383-389). San Sebastian International Symposium.
Li, Q. (2007). Student and Teacher Views about Technology: A Tale of Two Cities? Journal of Research on Technology in Education. Eugene: Summer 2007. Vol. 39, Iss. 4: pg. 337- 398.
Michalsons, (2017). Cyber-security Bill - Overview of the Cyber Bill. Retrieved from https://www.michalsons.com/blog/cybercrimes-and-cybersecurity-bill-the-cac-bill/16344.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Mistretta, R. M. (2015). Integrating Technology into the Mathematics Classroom: The role of the teacher preparation programs. The Mathematics Educator. Vol.15, No. 1 pp18-24.
Nkwenti, M. (2010). ICT Integration in Cameroon Primary Schools: A Case Study of Government Primary Practicing School Angele, South Region. Master’s Dissertation, Kuala Lumpur: Open University Malaysia.
Nwigbo, S. Madhu, B (2016). Impact of ICT on the Teaching and Learning Process. IOSR Journal of Mobile Computing & Application (IOSR-JMCA) e-ISSN: 2394-0050, P-ISSN: 2394-0042.Volume 3, Issue 2. (Mar. - Apr. 2016), PP 01-07 www.iosrjournals.org.
Nwoke B. I. and Ikwuanusi E. D. (2016). Impediments To Integration Of Ict In Teaching And Learning Of Mathematics In Secondary Schools International Journal of Advanced Academic Research | Sciences, Technology & Engineering | ISSN: 2488-9849 Vol. 2, Issue 6 (June 2016).
Okwelle, P. C. and Ayonmike, C.S. (2014). Towards value re-orientation of youths on the role of technical vocational education and training (TVET) for sustainable development in Nigeria. Journal of Education and Practice, 5(8):186 - 191.
Oldknow, A and Taylor R. (2012). Teaching Mathematics with ICT. London: Continum.
Panthi, R. K., & Belbase, S. (2017). Teaching and learning issues in mathematics in the context of Nepal. European Journal of Educational and Social Sciences, xx (x), xx-xx. [Preprint].
Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. Basic Books, New York.
Powell, A., Farrar, E., & Cohen, D. (2015). The shopping mall high school: Winners and losers in the educational marketplace. Boston, MA: Houghton Mifflin.
Rebecca, H. and Anne, P. (2010). ICT Use to Improve Mathematics Learning in Secondary Schools. ACEC2010: DIGITAL DIVERSITY CONFERENCE
Riel, M. M. (2018). Just-in-time learning or learning communities. Abu Dhabi: The Fourth Annual Conference of the Emirates Center for Strategic Studies and Research , pp. 18.
Ruthven, K & Hennessy S. (2012). A practical model on the use of Computer – Based Tools and Resources to Support Mathematics teaching and Learning. Educational studies in Mathematics 49 pp 47 - 88.
Saltis, S. (2000). ICT Diffusion and ICT Application in Usage Sector. International Journal of Information Management, 3(5):7-9.
Sivakova, D, Jasminka, K, Marija, R and Biljana, G. (2017). ICT- The Educational Programs in Teaching Mathematics. TEM Journal. Volume 6, Issue 3, Pages 469-478, DOI: 10.18421/TEM63-06.
Siyanbola, W. O., Afolabi, O. O., Jesuleye, O. A., Egbetokun, A. A., Dada, A. D., Aderemi, H. O., Sanni, M. and Razak, M. (2012). Determinants of entrepreneurial propensity of Nigerian undergraduates: an empirical assessment. International Journal of Business Environment, 5(1):1-29.
Snoeyink, R. & Ertmer, P.A. (2014). Thrust into technology: how veteran teachers respond. Journal of Educational Technology system, 30(10):85-111.
Teacher Training Agency (2012). ICT and Mathematics: A guide to learning and teaching Mathematics 11 – 19. [Online] Available: http://www.m-a.org.uk.docs/library/2020.doc [2005,December 14].
The National Policy on ICT, (2001). Information and Communication Technologies for Improved Governance in Africa, Reports.
Von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. New York, NY: Routledge Falmer.
Voogt, J., & Tondeur, J. (2015). Towards design-based approaches for ICT integration in African education, Journal of Technology, Pedagogy and Education, 24:(5): 527-535
Wilson, J. (2010). Technologies in Secondary Schools. [Online] Available: http://jwilson.coe.uga.edu/TiMER/TiMER.S.html [2004, November 11].
Whitten, J. L., & Bentley, L.D. (2018). Systems Analysis and Design Methods. Boston: Irwin/McGraw-Hill.
Published
Issue
Section
License
Copyright (c) 2019 Journal of Advance Research in Mathematics And Statistics (ISSN: 2208-2409)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
