USE OF ICT IN MATHEMATICS CLASSROOM: OPPORTUNITIES AND CHALLENGES
A
THESIS
BY
DAN BAHADUR BUDHA
IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR MASTER DEGREE OF MATHEMATICS EDUCATION
SUBMITTED TO
DEPARTMENT OF MATHEMATICS
EDUCATION
CENTRAL DEPARTMENT OF
EDUCATION
UNIVERSITY CAMPUS,
KIRTIPUR,
KATHMANDU, NEPAL
APRIL, 2021.
......................................................................................................................................................................
LETTER OF CERTIFICATION
This is to certify
that Dan Bahadur Budha a student of academic year 2072 / 73 with campus Roll
No. 165 Exam Roll No. 7228271, thesis number 1472 and T.U. Regd. No. 9-2-29-131-2011 has
completed this thesis under supervision of Mr. Lok Nath Bhattarai during the period
prescribed by the rule and regulation of Tribhuvan University, Nepal. This
thesis entitled "Use of ICT in Mathematics Classroom: Opportunities and
Challenges" has been prepared based on results of his investigation.
I, here by recommended and forward that his thesis be submitted for evaluation
as the partial requirements to the degree of Master of Mathematics Education.
..……………………….
Head (Prof. Dr. Bed Raj Acharya)
Date:
April 9, 2021
......................................................................................................................................................................
LETTER OF APPROVAL
This
thesis entitled " Use of ICT in Mathematics Classroom: Opportunities
and Challenges " submitted by Mr. Dan Bahadur Budha in partial
fulfillment of the requirement for the Master's Degree in Education has been
approved.
Viva Voice Committee Signature
1.
Prof. Dr. Bed Raj Acharya ……………………..
(Chairman)
2. Assoc. Prof. Laxmi Narayan Yadav ……………………….
(External)
3.
Mr. Lok Nath Bhattarai ……………………..
(Member)
Date: April 20, 2021
......................................................................................................................................................................
RECOMMENDATION FOR ACCEPTANCE
This is to certify that Mr. Dan Bahadur
Budha has completed his M. Ed. thesis entitled Use of ICT in Mathematics
Classroom: Opportunities and Challenges under my supervision during the
period prescribed the rules and regulations of Tribhuvan University, Kirtipur,
Kathmandu, Nepal. I recommend and forward his thesis to the Department of
Mathematics Education to organize final viva-voice.
………………………..
(Mr. Lok Nath Bhattarai)
Supervisor
Date: April 20, 2021
......................................................................................................................................................................
COPYRIGHT
Copyright
by Dan Bahadur Budha
2021
This
document is copyright material. Under the law, no parts of this document may be
reproduced without the expressed permission of the researcher.
Defense
Date: April 20, 2021
All Right Reserved.
......................................................................................................................................................................
DEDICATION
Honestly
dedicated
To
My
parents
To
my mother, Chhaita Budha for her priceless love and care, and to my Father, who
sacrificed his desires and interests for my schooling and bright future.
To
my elder brother, Man Bahadur Budha who support me in every step of my life.
......................................................................................................................................................................
DECLARATION
This
dissertation contains no material, which has been accepted for the award of
other degree in any institutions. To the best of knowledge and belief this
dissertation contains no material previously published by any authors except
due acknowledgement has been made.
……………………
Dan Bahadur Budha
Date: April 20, 2021
.....................................................................................................................................................................
ACKNOWLEDGEMENT
I am very much indebted to my respected
supervisor Mr. Lok Nath Bhattarai Department of Mathematics Education,
University Campus, Kirtipur, Kathmandu. His valuable and constructive
suggestion, instruction and scholarly guidance has become the greatest valuable
property of this thesis, without his constant supervision and intellectual
guidance this thesis would never have been appeared in this form.
I would like to express my thank to my
respected teachers Prof. Dr. Bed Raj Acharya, Head, Department of mathematics
Educations, Central Department of Education, University Campus, Kirtipur,
Kathmandu, and others respected
teachers for their valuable comments and
suggestions to bring the work in to present form. I express my sincere thanks
to all my Parents and friends who encouraging and assisted to me through
different angle in completing this study.
I would like to extend my thanks to campus
chief, mathematics teachers and students of Mahendra Ratna Campus, Tahachal,
Kathmandu for their kind co-operations, opportunity and participation conducted
by the researcher during investigation of this study.
Thank you very much for all the support and guidance, assistance, encouragement, patience, advice, and sacrifice.
……………………….
Dan Bahadur Budha
ABSTRACT
Information and Communication
Technology (ICT) plays various roles to make mathematics teaching learning
activities more meaningful. Technology has seen a recent widespread integration
into daily life, where access to vast amounts of information is now available
with ease. Today’s generation of students has grown up with technology all
around them in an ever-increasing manner.
This is a study on “Use of ICT in
Mathematics Classroom: Opportunities and Challenges”. The objective of the study was to investigate the
students excess and opportunities about ICT in learning Mathematics and the
teacher’s challenges on using ICT in Mathematics Classroom. In order to achieve
these goals, a college by the name of Mahendra Ratna Campus from Kathmandu District
was visited for three weeks to conduct the study. This study was qualitative
research type and case study in design; participants have sampled mathematics
teachers and students of Mahendra Ratna Campus, Kathmandu. The major tools used
for the study were observation and interview of four mathematics teachers and four
students as the sample of the study. The collected data were analyzed with the
help of theories and related literature reviews and a thematic approach of
analysis was adopted as the result of a study.
The study concluded that the teacher
and students have a positive opinion for practices of ICT in mathematics
teaching and learning. Students and teachers were being motivated to learn mathematics
in the new approach and ICTs provide great opportunities to improve their
teaching and learning processes. Findings from the study revealed specific features
of opportunities and challenges that matter for ICT integration in mathematics
teaching and learning in the context of Nepal.
ACRONYMS
ICT: Information Communication and
Technology
MOE: Ministry of Educations
GON: Government of Nepal
TPD: Teacher Professional Development
NCTM:
National Council of Teachers of Mathematics
TU:
Tribhuvan University
APA:
American Psychological Association
UNESCO:
United Nation Educational, Science and Cultural Organization
B.Ed.:
Bachelor of Education
M.Ed.:
Master of Education
SPSS:
Statistical Package for Social Sciences
MS:
Microsoft
TABLE OF CONTENTS
RECOMMENDATION FOR ACCEPTANCCE
Operational Definition
of Key Terms
Chapter-II-13
Chapter-III-18
Data Analysis and
Interpretation Procedures
Chapter-IV-35
ANALYSIS AND
INTERPRETATION OF DATA
Use of ICT in Mathematics Classroom: Opportunity for
Students
Students Attitudes on
ICT Usages
Students Opportunities
for Learning
ICT for Creativity and Motivation
Use of ICT in Mathematics Classroom: Teachers Challenges
Unavailability of
Technology Tools
Lack of Implement of ICT
in Classroom
Lack of Access and ICT
Infrastructure
Use of ICT Teacher’s
Opportunities
Chapter-V-40
SUMMARY, FINDINGS,
CONCLUSION AND RECOMMENDATIONS
Recommendations for
Future Research
REFERENCES-42
APPENDIX-A: Interview
Guidelines for Teachers
APPENDIX-B: Interview
Guidelines for Students
Chapter-I
INTRODUCTION
Background of the Study
Nepal is a developing country, which is
still behind in employing technology for teaching and learning mathematics.
Traditional methods of teaching and learning are still dominant in Nepal.
Normally, teachers distribute knowledge and skills to their students who in
turn memorize facts, definitions, and algorithms. The paper- pencil method has a
dominant role as a mathematical tool. Information and Communication Technology
(ICT) has a minimal to nonexistent role in Nepal. The various challenges and
opportunities of ICT in teaching and learning Mathematics in Our Country. ICT plays
a strenuous role to make teaching and learning activities more meaningful
The National Council of Teachers of
Mathematics (NCTM) has emphasized the importance of using technology in
mathematics education because technology can have a crucial role in teaching
and learning mathematics: it both influences the mathematics that is taught and
enhances students’ learning
ICT is useful in mathematics for learning
geometry, algebra, calculus at kindergarten to university level. ICT is dynamic
easy-to-use tool interactive mathematics for learning mathematics in a unique
style in which students have engaged in demonstrations, constructions, and
exploration that is no available through paper-pencil
ICT has a minimal role at a campus level
in Nepal. Lack of both resources and investment are among the reason; however,
a larger problem may be the low priority placed on building an education system,
which will enable Nepalese young people to function better in the modern world.
For example, there is no clear vision regarding the use of ICT in the classroom
b teacher or student. Although the government of Nepal has initiated a school
reform project in which ICT-assisted “child-friendly” teaching/learning are
encourage in all school
Therefore, this is the curiosity why many
students like ICT in mathematics education. Does it enhance the quality of
mathematics education? What are the student’s opportunities and Teachers
Challenges to use ICT tools in learning mathematics, teaching-learning
activities of ICT Classes, Application of ICT tools, ICT lab, internet
facilities, and education system of ICT in mathematics education? Therefore,
many researchers have concluded that students are more interested in ICT.
Therefore these profiles mentioned above help to measure the use of ICT in mathematics
classroom: opportunities and challenges in
the context of Nepal.
Statement of the Problems
The use of ICT in Nepalese colleges
and universities is very limited because of many factors including lack of
availability of resources, lack of poor infrastructure, large class sizes,
improper training, for stakeholders, lack of Manpower, and lack of teacher
knowledge and skills to integrate ICT. The advancement of technology and its
effect have changed the world. The use of technology in education has played a
vital role.
Many
college and universities in Nepal are still using chalk and talk methods to
deliver classroom instruction. Though they have a wider knowledge of the theory
of using ICT in learning classes, they do not apply it to practice. The
concerned authorities do not seem to ready to integrate ICT in teaching and learning
mathematics that’s why problems are seen regarding the implementation of ICT in
mathematics teaching in different situations of the classroom in campus and
university in Nepal.
Students can develop deeper understanding
of mathematics with the appropriate use of technology. Technology can help to support
investigation by students in every area of mathematics and allow them to focus
on decision-making, reflection, reasoning, and problem solving. The existence,
versatility, and power of technology make it possible and necessary to what
mathematics students should learn as well as how they can best learn it
The study intends to investigate the opportunities
and challenges of the use of ICT in a mathematics classroom. In Nepal, limited
research has been carried out to determine factors that contribute to access
and use of ICT, especially in Mathematics. There is a need for learning
mathematics in Nepal to invest in the effective use of ICT in teaching and learning
Mathematics.
In these concepts, this research tries to
find the answer to the following research questions.
·
What are the challenges of the
teachers regarding teaching mathematics with ICT?
·
What are the opportunities of
the students regarding teaching and learning mathematics with ICT?
·
What kind of Technological tools use in
mathematics teaching and learning?
·
How do teachers and students perceive the
ICT tool in raising the achievement of the students?
Objectives of the Study
The
main objective of this study is to find out the Use of ICT in mathematics
classroom: opportunities and challenges. The specific objectives of this study
were as follows:
·
To explore the students excess and opportunities
about ICT in learning Mathematics.
·
To find out the teachers challenges on using ICT
in Mathematics Classroom.
Rationale of the Study
This
research strives to complement the existing research and enrich the current
knowledge of enablers and inhibitors of technology adoption in mathematics
education in Nepal. Such findings might be beneficial to stakeholders in
education such as curriculum designers, school managers, teachers, and the
government of Nepal including other developing countries with social and
economic issues similar to Nepal.
ICT have become one of the fundamental building blocks of modern
society. Many countries now regard the mastering of the basic skills and
concepts of ICT as an inevitable part of the core of Mathematics
education. To this end, various new models of education are evolving in
response to the new opportunities that are becoming available by integrating
ICT and in particular Web-based technologies, into the teaching and learning
environment.
The
study may enable Mathematics teachers to become better instructors in the
subjects, with ICTs infrastructures that might be available to them. The study
may also, benefit educational planners and policy makers to make appropriate
decisions in opportunities and challenges of ICT in teaching and learning
Mathematics.
Mathematics teachers need to know exactly how ICT is used as a
teaching and learning tool, for their own purposes and to help students to use
them. This is about the integration of ICT as a tool in the Mathematics
classroom with the overall aim of increasing the effectiveness of teaching and
improving students’ learning. The outlines a programme of objectives and
related activities for an ICT enhanced learning environment in Mathematics
teaching and learning.
Delimitation of the Study
Delimitation are boundaries that set by
researcher in order to control the range of the study. The study was focuses in
one subject area, ICT with mathematics and it was conducted in only Tribhuvan University
affiliated Collage to Mahendra Ratna Campus Tahachal, Kathmandu. They are as
follows:
·
This study was concerned in Bachelors and master’s
level classroom Mahendra Ratna Campus Tahachal, Kathmandu. This study included
the bachelor and master level students of ICT in mathematics education.
·
This study included the teacher, which
teach ICT in mathematics education at Mahendra Ratna Campus Tahachal,
Kathmandu.
Operational Definition of Key Terms
Operational definition of key terms
refers to concepts that are observable and operation in this study with
precisely single meaning. In this study, the following are the operational
terms of the study.
ICT Information and Communication Technology, a range of
technological tools and resources used to communicate, and to create, to
disseminate, to store and manage information. Technologies do not refer to only
the computers, but also broadly to Internet, Connectivity, Projectors,
Calculators, mathematics software, broadcasting technologies (such as radio and
television), telephones (including android mobile phones), CDs and DVDs.
Opportunities Educators have a momentous opportunity to
reinvent themselves as resources for the entire in collaborating, Which
students access of ICT use in mathematics include portables, graphic
calculators and computerized graphing, specialized software (Google sketch-up,
GeoGebra, Mathematica, Matlab, Microsoft
Mathematics etc.), spreadsheets and databases, Infrastructure and internet connectivity etc.
Challenges which that
educator, education administrators, and other stakeholders need to consider
include educational policy and planning, infrastructure, language and content,
capacity building, and financing at Mahendra Ratna Campus.
Learning Students must learn
mathematics with understanding; actively Technology can help support
investigation by students in every area of mathematics and allow them to focus
on decision-making, reflection, reasoning, and problem solving who have studied
Bachelor and master level students in Mahendra Ratna Campus.
Mathematics Mathematics
is the study of numbers, quantity, space, pattern, structure, and change. In
this study, mathematics means that education of mathematics, which is learning
by using ICT and its materials.
Chapter-II
REVIEW OF RELATED LITERATURE
The review of literature involves
the systematics identification and analysis of documents related to the study
under taken review of the previous studies helps to conduct the new research in
systematic manner by providing the general outline of the research study and
the unnecessary duplications. This section includes empirical review, theoretical
review and conceptual framework is to enhance the level of understanding of the
various theoretical as well as conceptual constructs of the present study.
Empirical Review
Every researcher need to take
guidance from the previous literature related to their topics. To complete my
research effectively and efficiently I have reviewed article, policies, book,
research work, thesis and research paper as well as different sites are listed
below:
Dahal & Dahal, (2015) has made a conclusion
based on his research about study entitled “Opportunities and Challenges to use
ICT in Nepalese Mathematics Education” where ICTs provide great opportunity for
schools/universities in developing countries to improve their teaching and
learning processes. So far, most of the schools/universities in developing
countries possess basic ICT infrastructure such as internet, computers, video,
audio, and mobile technology facilities that form the basis for the
establishment of E-learning. It argued that, schools/universities in developing
countries should adopt e-learning technologies to improve teaching and learning
processes. They conclude that describes
about opportunities; effectiveness, efficiency, motivation, simplify abstract
knowledge, instructional resources, improve students’ performance and
achievement and quality, pace &accreditation of learning. Also, they describes
about challenges like; geographical diversity, infrastructures, awareness &
attitude, economic, readiness and trained facilitator. The implementing the ICT
familiar curriculum in school to university level, the Ministry of Education
Nepal, Curriculum Development Centre and other related sectors need to think
for removing the challenges that we are facing. We think at first the Ministry
of Education need to make and implement the suitable policies, aware programs,
training programs etc. related to ICT and also local educational sectors are
also require to actively involve for develop and implement the ICT familiar
curriculum in each educational level.
Similarly, Dhital, (2018) conducted a research entitled” the opportunities and
challenges to use ICT in Government School Education of Nepal”. This study
reviews the concepts and roles of information communication technology in
government school education of Nepal. He it identifies how ICT can be used to
enhance quality education of government schools in Nepal. Problems such as lack
of resources (viz. qualified teachers, hardware, software, electricity etc.)
and poor project implementation strategies militate against these efforts. This
study recommends that both government and non-government organizations should
help to facilitate skilled Manpower, stabilized electricity supply, hardware
resources and software resources to enhance the use of ICT in government schools.
He concluded that has increased access to computers and the internet in
schools, which allows for the scaling-up of the use of ICT in school education.
Integrates and focuses on use of ICT in government schools. This demonstrates
the commitment on the part of the government. Until now, the program is not in
a stable position. The roadmap has been clear but the travel still takes a long
time.
Likewise, Joshi, (2005) Wrote a research article entitled “policies,
practices and barriers of ICT utilization in school education in Nepal”. The
main objective of his study is to explore about existence ICT policies its
practices and barriers for its utilization in school level. This study has
based on the secondary source of data and those sources of data are different
documents and policies related to ICT in education in context of Nepal. From
this study, it has found that some ICT related policies has formulated since
one dictate and some governmental and private organizations are doing some
related activities in this studies, which are not sufficient. Furthermore,
policies have not mentions several things. School have so many barriers for its
proper utilization. Its effectiveness government should made more relevant
policies, organize, several ICT based awareness program like training, seminar
workshop and increase financial investment for ICT based programs in school
level.
In
the Same Way, Shrestha, (2015) Conducted
a study on “Status of ICT use in teaching / learning mathematics” in order to
find out the use of ICT in mathematics teaching and learning in heartland’s
children academy. Her research design was qualitative with case study. The data
has collected from primary source. Also, class 7, 8, 9and 10, and interview 4
teachers at heartland’s children academy school in Kathmandu. She has found
from the study that there was neither any plan on the use of educational
technology tools in mathematics teaching and learning nor inadequate teachers
training on the use of educational technologies. In addition, there was a lack
of relevant educational technology tools for schools. There were the major
reasons for the school not to use the educational technology tools in mathematics
teaching and learning.
Furthermore, Bhattrai, (2018) write an article entitle” Experiences of Teachers
in diverse Classes: Teaching Mathematics through ICT”. The objectives was to
analyze the experiences of mathematics teachers on diverse mathematics class by
applying information communication technology integrated pedagogy. He adopted
qualitative research with narrative inquiry design. The sample was taken from
two mathematics teachers (1 female, 1 male) who were teaching in University
Campus, Kirtipur. They were selected following a purposive and convenience
sampling technique. The data was collected by The semi-structured interview was
used in order to elicit in depth data from the mathematics teachers on their
perception, practice and beliefs about experience of teaching in diverse
mathematics classes in central department of education TU. He concluded that
there are different types of diversity in the context of Nepalese mathematics
classroom and the management of diversity is a great job for teachers.
Although, teachers are little familiar to the diversity management skill they
try to manage such type of diversity by supporting their students personally
through ICT tools. Different teachers have different experiences in diverse
class. The experience of teachers indicate that they are unable to include the
voices and experiences of all students to prepare them for an intercultural
society and workplace that helps to create opportunities to utilize
project-based learning. In addition, the education system of a country should
prepare students to function in today's diverse society and do not ignore or
single out students and never ask a student to act as a spokesperson for
his/her group and Use ICT integrated pedagogy.
Moreover,
Amuke, Miheso, & Ndeuthi, (2015) carried
out the research on the topics” Opportunities and Challenges: Integration of
ICT in Teaching and Learning Mathematics in Secondary Schools, Nairobi, Kenya”.
The objectives of the study was to examine the challenges and opportunities to
ICT use in Teaching and Learning Mathematics in Secondary Schools. The research
design of study was descriptive survey. The sample were taking from 24
mathematics teachers in secondary school at Nairobi, Kenya. They were used
purposive sampling. The data collection tools were questionnaire, observation
form, and interview guideline. They are data was interpreted by Code Sheet
(SPSS) and themes, mean, frequency and percentage. The study found that has not
adequately trained on ICT integration in teaching and learning mathematics in
secondary schools. The researcher concluded that teachers to be trained on how
to use ICT infrastructure on a regular basis and training to be done at zonal
level at least after every six months.
Theoretical Review
Theories
are formulated to explain, predict, and understand phenomena and, in many
cases, to challenge and extend existing knowledge within the limits of critical
bounding assumptions. The theoretical framework is the structure that can hold
or support a theory of a research study. The theoretical framework introduces
and describes the theory that explains why the research problem under study
exists. All aspects of this research are related to Connectivism theory.
Connectivism
Connectivism is the integration of principles explored by
chaos, network, and complexity and self-organization theories. Learning is a
process that occurs within nebulous environments of shifting core elements –
not entirely under the control of the individual. Learning (defined as
actionable knowledge) can reside outside of ourselves (within an organization
or a database), is focused on connecting specialized information sets, and the
connections that enable us to learn more are more important than our current
state of knowing. The Connectivism theory basically focuses
in the following principles:
·
Learning and knowledge rests in diversity
of opinions.
·
Learning is a process of connecting
specialized nodes or information sources.
·
Learning may reside in non-human
appliances.
·
Capacity to know more is more critical
than what is currently known
·
Nurturing and maintaining connections is
needed to facilitate continual learning.
·
Ability to see connections between fields,
ideas, and concepts is a core skill.
·
Currency (accurate, up-to-date knowledge)
is the intent of all Connectivist learning activities.
·
Decision-making is itself a learning
process. Choosing what to learn and the meaning of incoming information is seen
through the lens of a shifting reality. While there is a right answer now, it
may be wrong tomorrow due to alterations in the information climate affecting
the decision
George Siemens and Stephen Downes
developed a connectivism theory for the digital age. According to
As
such, Connectivism involves opportunities for peer-to-peer learning networks
where learning occurs in short bursts driven by the needs and interests of the
learners and where flexible learning activities encourage interaction between
instructors and students and among learners
In
this study, the Connectivism is applied in two ways: one of them is facilitate
classroom and students opportunities in mathematics Learning. Second, use of
ICT address teachers challenges faces in mathematics teaching.
Conceptual Framework
A conceptual framework is a
graphical representation of the main concepts of the whole research. Theory and
conceptual framework are interrelated. It represents the dependent and
independent variables, brings clarify and their relation to each other for
completion of the research work. The conceptual framework for my study has given
below:
Figure 1: Conceptual Framework
The above framework demonstrates that the use of ICT
in mathematics classrooms has many opportunities for students and challenges
for teachers. The opportunities help students to encourage to engage in
learning mathematics. Teachers challenges teaching mathematics for students to
facilitate and collaborate. The researcher applied the
qualitative research design and case study approach for carrying out this
study. The researcher collected the data through
observation and interview. Students
reached to the construction of new knowledge. So the conceptual framework of the study is based on this aspect
and Connectivism theory.
Chapter-III
METHODS AND PROCEDURES
Methodology is utilizes bridge to solve
the research problem in systematic way. The methodology describes the methods
and process applied to the entire aspect of the study. Therefore, the methodology
is the most important part of the research, which was carried out to achieve
the response to the problem. In fact, this chapter encompasses the discussion
of research design, selection of study site, data collection tools, data
gathering process, analysis and interpretation of data.
Research Design
This study adopted case study design
in order to find the present status of using ICT in mathematics classroom. Its opportunities
and challenges at Mahendra Ratna Campus, Tahachal. This study is qualitative
and interpretive in nature. Qualitative research is
a scientific method of observation to
gather non-numerical data. This
type of research "refers to the meanings, concepts definitions,
characteristics, metaphors, symbols, and description of things" and not to
their "counts or measures. This allows exploration of participants’
understanding of ICT, their experiences and classroom activities through
interviews and observations
Selection of Study Site
This study was focused on the use of
ICT in learning mathematics: opportunities and challenges. Until now, there are
62 constituent campuses in Tribhuvan University. Among them, Mahenra Ratna Campus is one of the popular and Famous Campus.
Therefore, Mahenra Ratna Campus was selected as study site because, Bachelors
and Masters Levels students are studying in this campus. Four mathematics
teachers and four mathematics students were selected purposively as sample of
the study.
Data Collection Tools
Data collection tools depend on the
research design. This research is qualitative in nature. The study has based on
primary and secondary data sources. Discussion, interview, observation, and
collection of information during the research are the primary source for the
study. In the same way literature on the theme, researches on a similar topic
as well as suggestions by experts and others too were the secondary source for
this study. There are different types of tools for data collecting which were as
follows:
Observation
As a data, gathering devices direct
observation makes an important contribution to descriptive research.
Participant observation is that in which the observation is familiar and
participate with the object of the study. In this study, the researcher was used
participant observation where researcher was participating in the classroom.
For my research, I have observed the student activity in the classroom some
important data were collected.
The purpose of the classroom
observation was to provide supplemental data for the study. In addition to
generating interview questions and probes, Observations
yield a detailed.
Interview Guideline
Interview is two-way communication
between two or more persons. It is a data collection procedure including verbal
communication between the researcher and respondent by telephone or
face-to-face situation. I conducted semi-structured interviews probing areas
that were too sensitive to explore in the early research.
I followed a process of semi-structured
interviews, one of the flexible instruments for collecting data. The interview
is then the most common and powerful research method, which enables
participants to speak for themselves. The semi-structured interview was used in
order to elicit in-depth data from the learning mathematics qualitative
research at Mahendra Ratna Campus.
Data Collection Procedure
Data is the foundation of any
research. Data collection refers to gathering information from vivid sources
through the application of multiple data gathering methods to attain the
objective of the research. Therefore, data collection is an essential part of the
research. For this study, I was visited the sample campus Mahendra Ratna Campus,
Kathmandu. The researcher visited the Head of Department; subject Teachers of
the respective campus. First, observation was done during the teacher's normal
working hours. The researcher was observing the students, teachers in their
natural teaching and learning environment.
The researcher was visited the respondents
and was mention the purpose of the visit before starting the interview with the
respondents. For collecting information and data with related topics, the
interview was conducted for teachers and students based on interview guidelines.
Then I was mentioned the purpose of the study and establish a good relationship
with them. Then, the researcher was take the interview door-to-door visit and
face-to-face interview by the help of a structured interview schedule. After
the completion of the interview. The researcher thanked the respondents for
their help and co-operation.
Data Analysis and Interpretation Procedures
The
information and data collected from various sources and means were analyzed meaningfully
by the qualitative method. As well as the data produced out based on interviews
and observation forms by using the descriptive method. All interviews were
first audio-recorded by taking the informants’ permission. Secondly, data was
transcribed for analyzing process. .After collecting the data from the
interview schedule. It was carefully checked to remove the possible errors.
Then, data were grouped based on the objectives. In this section was a
discussion about different topics and sub-topics. I have analyzed the data by
linked with much literature. Descriptive and interpretive analyses were used to
analyze the data. The basic features of the data were described and
interpreted.
Finally,
interview data were analyzed through the thematic approach of analysis in which
the theme of each response had been coded for generating the final theme. This
analysis process involved the organization of the data, transcription of the
data, coding the data, and then triangulation of the data with theory.
Ethical Consideration
A research ethics describes the
various actions carried out by the researcher in a study. Ethical rules in a
study according to
The researcher made sure that the respondent’s privacy and confidentiality of the information provided were observed, these encouraged respondents to provide information more freely. The researcher tried to ensure that my research project would be more a fruitful document for all the people like research participants, teachers, the students, and the teacher educators where the sanctity of ethical issues is maintained.
Chapter-IV
ANALYSIS AND INTERPRETATION OF DATA
This is a case study
related to the practice of mathematics classroom opportunities and challenges
faced by students and teachers at the master level. This study focused on the
use of ICT in the mathematics classroom: opportunities and challenges in the Mahendra
Ratna Campus, Kathmandu. This chapter deals with the analysis and
interpretation of the Data. The findings of the study were based on the
research objectives of the study. Findings have shown that there are many
opportunities and challenges around the use of ICT in a mathematics classroom.
The information
was collected through observation and interviews with students and teachers.
The interpretation of analyzed data was done using different theoretical
perspectives as explained in the literature review section. For this, this
chapter is organized into two sections. Section first discussed the use of ICT
in mathematics classroom for students opportunities and section second discussed
the use of ICT in mathematics classroom for teacher challenges.
Use
of ICT in Mathematics Classroom: Opportunity for Students
In this section, I deal
with the opportunity and challenges to use ICT in the mathematics classroom.
For this, I took the interview with the student and class observation of
master’s level. The process of taking an interview and class observation is
presented below.
Use of Technological Tools
In this digital era, the use of ICT
in a real classroom to teach mathematics has the most opportunities for
students. The application of these related to technology in the classroom
practice depends on how teachers give value to technology and the nature of
learning mathematical knowledge. These technological tools have a great
significance in teaching and learning mathematics. They are largely used in the
classrooms or out of classrooms in mathematics learning. Technology has boomed
tremendously within the past 10 years and has taken over various learning areas
in Nepal. It is a necessary learning skill with a wide variety of technological
tools. Technology has evolved our mathematics learning in many ways, through
the adoption of tools like the internet, GeoGebra, Mathematica, Zoom, SPSS, Mat
lab, Microsoft Office, Projector, etc. In the interviews, the students shared
their classroom experiences of the use of technology tools in their teaching
activities. In this regard, the response of the student is that:
“We use classroom in mathematics
learning availability of technology tools are Geogebra, Mathematica, SPSS,
Microsoft Office and Projector etc. The internet connectivity facilities and
easily used technology tools in classroom and I also use of mathematics web
sites and social media”.
In
this concern, another student said:
“I have effectively utilized
available computers and internet facilities in mathematics Lab regularly
mathematics task and project work use at projector. I mostly used GeoGebra and
Microsoft office used in my mathematics Lab”.
In my Classroom observation, I found that use
of technological tools like, Geogebra, Mathematica, Microsoft Office,
Projector, and Internet Connectivity is mostly used in Mathematics Classroom
and Lab. The ICT resources are available in the classroom and they use
effectively by the teacher to give regular feedback for student's work in a
mathematics classroom.
After this interview, I concluded that students
get more effective mathematics teaching and learning and mathematical software
helps for student creativity and motivation. The student collaboration learning
feels good uses of availability of technology tools in ICT.
I am agreed in this situation that
students ICT access in mathematics teaching and learning. The campus-level also
maintains ICT lab and mathematical tools. Students used various opportunities
in e-learning and worldwide community competition. The connectivism theory is
also associated with the use of technology tools effectively in the use of
mathematics software in their opportunities at mathematics classroom and lab.
In addition, it is student-centered learning that using ICT is more effective
and interesting.
Use of ICT at Classroom
By using technology in the
classroom, students can develop skills essential for the 21st century. Students
can gain the skills they will need to be successful in the future. Modern
learning is about collaborating with others, solving complex problems, critical
thinking, developing different forms of communication and leadership skills,
and improving motivation and productivity. It is important to acknowledge that
students are already interested and engaged in using technology. (Poudel, 2007) By using ICT in teaching
mathematics, difficult problems can be solved easily and very quickly. This
saves the teacher’s labor and time and the classroom will run interestingly.
Also by using ICT in teaching mathematics can help teachers to express clearly,
what they want to express in the class and students to understand what the
teachers have expressed through the demonstration, visualization and
experimentation. In this regard, response of the student is that:
“I using ICT in teaching
mathematics classroom and enjoyed the class for sure. I did a lot of hard work
to make my power point presentation better. While using the visualization
method I felt easy in understanding the ways of solving the problems. I
continued using some videos from internet to motivate”.
In
this way, another student said:
“Firstly, teacher demonstrate some
mathematics problems example at technology tools and give some questions. Than
I use in Geogebra and Mathematica and create project work on presentation at
projector. In the classroom learning more important ICT based mathematics
teaching and learning opportunities at mathematics lab”.
In my observation, I found that teachers
focused on the activities of individual learners rather than developing group
activities in the lab. The students
learning with ICT have enjoyed mathematics teaching and learning in the
classroom. They have many opportunities to learn ICT. ICT changes the way
students learning and easy access to ICT tools in the classroom. The use of
digital technology in creating a self-learning environment.
In Conclusion, Interviews and observations
in this study indicated that the use of ICT in classroom teaching could
gradually shift traditional teaching and learning strategies. The participants
that ICT is the most powerful weapon for discovering new knowledge. Students
who use ICT in teaching-learning activities seem to be the best in the world.
However, students’ self-motivation to access digital materials independently
and their evolving personal skills in using digital devices to achieve their
learning goals indicated the beginning of student-centered teaching.
Students Attitudes on ICT Usages
ICT
will enhance the way of teaching and it opens many new opportunities for
students to explore and improve their knowledge and to be creative. ICT-based
tools like computers, laptops, and calculators, etc. allowing students to use
Videos, images, and text together, to demonstrate their understanding of
mathematical concepts.
Many countries in Europe and Asia have
determined the importance of ICT and have integrated it into their schools,
colleges and today it is becoming compulsory to use ICT in teaching and
integrate it into subject teaching. Many of the participants in the interviews emphasized
the occurrence of self-learning. They commented that the digital devices
created a student-centered learning environment in the lab that allowed the students
to direct their own learning. In this regard, the response of the student is
that:
“The
printed textbooks were helpful for the students to read texts at home and do
homework. They used Mathematics Apps, Websites, and Microsoft office that
helped them involve the students in mathematics learning activities”.
Similarly,
response from another student said:
“ICT is a useful tool and can
reach and engage students of all levels improving their overall understanding
through visual and hands on methods. It allows students to progress at their
own pace and encourages them to be self-motivated and work independently”.
Through observations, I noted that the
participants had a strong positive attitude about using ICT in mathematics
learning even though almost all of them had limited computers and a lack of ICT
policies. Students more energetic to learn for ICT technology tools. Students
must have the opportunity to learn from GeoGebra, audio-visual, visual, audio,
print media, social media, Microsoft Office, email, and website.
Depending on findings from the interview
and classroom observation, Technology colleges should develop a technologically
rich curriculum through effective use of ICT and innovative e-learning to raise
standards and enhance the quality of teaching and learning.
Students Opportunities for Learning
Using ICT in mathematics class makes
student enjoy the audio and visual activities and the interaction among
themselves and it draw the student’s attention towards learning. In general,
students consider mathematics as boring and difficult subjects and if we use
ICT instruments in mathematics class. It was helpful to reduce such
misconceptions among such student’s.
The learning process must be expanded
beyond the traditional classroom walls. The ICT program serves as a catalyst
for an improved and effective learning environment in the mathematics
classroom. ICT is a flexible tool to meet the learning needs of students and
complement an enriched learning environment managed by the classroom teacher.
In this regard, the response of the student is that:
“ICT to student-centered, and that this transformation
will result in increased learning gains for students, creating and allowing for
opportunities for learners to develop their creativity, problem-solving
abilities, informational reasoning skills, communication skills, and higher-order
thinking skills”.
According
to the Information & Communication Technology (ICT) in Education
Master Plan (2013-2017)
IT Policy (2010) has the policy, Expansion of access of the Internet to all
schools, Coordination and collaboration with national and international institutions
to develop skilled human resources for continuous, relevant and quality
education. Therefore, there may be the chances of collaboration with the
international institution in the learning mathematics and ICT based classroom.
In
conclusion, I totally agree in studies that rely largely on self-reporting,
most users feel that using ICTs make them more effective. I confidently would
like to say that ICT brings fresh air into the classroom and it makes the
students curious and interested towards learning mathematics.
ICT for Creativity and Motivation
ICT is supporting mathematics teaching and
learning in underserved area. Using the ICT in teaching in the classroom makes
the teacher and students motivate, active and creative. In this regards (Poudel, 2015) say ICT gives the good platform
to students for the conceptual learning and the learning process can be
conducted by using the means of the ICT more than that when we learn the
content in ICT. It add the value of international dimension in learning so that
learners can search new ideas so solve mathematical problems that develops
creativity on the students. In this regard, response of the student is that;
“I used to be lazy in the
classroom when I was learning from the traditional teaching and learning
process. So, now I don't feel lazy when I am learning from the new technical
tools. I have got more creative and
motivate. I work create different draw image, GeoGebra, sketch, mathematics
figures and using many technology tools in computer at ICT lab and home”.
Similarly,
response from the student is that:
“We are motivated by the teachers
as we feel that the mathematics class becomes interesting and college works are
made easier by the use of ICT. When the teacher uses white board then we yawn
in the class because the classroom environment is boring for me but while using
ICT we try to learn every process and steps”.
In my observation, I found that through
ICT students could be in touch with teachers. They can send mail to the
teachers regarding their problems. ICT helps learners to develop mathematical
reasoning skills. In the name of teaching, we are imposing our ideas for
students but the main objective of teaching should be making the students
independent.
Through this classroom observation and
interview with the student, it can conclude that the learners have the
perception that they can learn faster if they are taught through visualization.
As mentioned earlier tools have an impact on motivating the students for
learning. Some steps may be difficult to describe while teaching in the
traditional approach but if ICT is used then as the student said they could see
how something had happened. In addition, it has been seen as an important tool
to enable and support the move from traditional ‘teacher-centric’ teaching
styles to more ‘learner-centric’ methods.
Through ICT students can be in touch with teachers. They can
send mail to the teachers regarding their problems. ICT helps learners to
develop mathematical reasoning skills. In the name of teaching, we are imposing
our ideas on them but the main objective of teaching should be making the
students independent. On the other hand, some teachers want to use ICT but they
don’t get sufficient tools. The students still are not getting all the ICT
classes. Self-learning attitude can be developed in the students with the help
of the internet and educational channels in YouTube, So that the use of ICT
motivate the students therefore the use of ICT in teaching
Mathematics has a
positive impact in the classroom and on the student’s motivation so it helps
the conceptual learning in mathematics also increase the student’s achievement.
Access to ICT at Home
The use of ICT at home by students
reflects what extent they possess the skills of ICT and its applications and can
apply them in everyday use. For using
ICT in mathematics teaching-learning activities we need to invest the required
money at first because there required different software for mathematics and it
needs to be updated frequently. Most of the developing countries have an
economic challenge to use ICT in classroom activities as same as in Nepal.
Mostly mathematics teaching and learning at home more practice with Internet
connectivity, laptop, and android phone. I have found the following responses
from the representative students based on semi-structured interviews. In this
regards, the students say:
“I have a laptop and android phone with
internet connectivity access at home. I used mathematical software, which has
the access to computers at home and in the class as well. I will learnt
different mathematics ways to software basis at home. I use creative mathematics
work 2/3 hour per day”.
In
this same way, another student said:
“I watch and listen to videos on YouTube
while searching the internet, playing games, use mathematical software or doing
homework and Project work”.
After this interview, I concluded that
students frequently use ICT based mathematical tools at home. ICT has been
provided as one of the important tools for mathematics teaching and learning in
the home education system.
According to,
In relation to the purpose of using ICT
and its applications by students at home. The high ranked ICT feature was the
use of Internet connectivity access. The least popular reason has for
completing homework and other mathematics work. ICT tools usages for different
purposes at home. Students indicated that they use the computer for solving the
problems of mathematical work with the use of internet connectivity.
Use
of ICT in Mathematics Classroom: Teachers Challenges
In
this section, I deal with the use of ICT in the mathematics classroom: Teachers
challenges. Challenges in using the ICT in teaching mathematics include the
size of a classroom, infrastructure, improper training; teacher’s problems,
technology tools, and lack of policy formulation and implementation. The
following are challenges facing in the implementation of ICT in mathematics
teaching and learning. For this, I took the interview with the teacher and
observed classes of Bachelor and master’s level. The development of information
and communication technology in the Nepali education system is faced with many
challenges.
Unavailability of Technology Tools
The opportunity to communicate with each
other by e-mail, Facebook, YouTube, GeoGebra, Mathematica, Mat lab, zoom, SPSS,
Microsoft Office, interactive games have some disadvantages and advantages. Its
disadvantages are that it requires more preparation for teachers, more teaching
materials, and more time to prepare presentations on CD. Today is teaching
process in the classroom is unimaginable without the use of ICT in mathematics
teaching learning. In this regard, after asking the question teacher replied
that:
“In our campus many mathematical tools like Mathematica, Mat lab,
and others essential tools are not available. I prefer students to use free of
cost technological tools. The computer and laptop are being used increasingly,
to record homework, to Microsoft office work, and to Mathematics apps”.
In
my observation, I found that the teacher uses many technological tools on
campus. The use of ICT has no impact on learning in college. These activities
include preparing reports or presentations using Microsoft Office software,
along with using the GeoGebra, Mathematica, and other online tools on
campus. ICT (compute, laptop and projector) lab
which where students can easily access teaching and learning notes,
assignments, and project work.
The above interview and observation
concluded that worldwide e-Learning, and access to ICT use in the world
community in this digital era. Teachers and students also support the use of
ICT in the mathematics teaching and learning process, which helps to enhance
the student’s learnings. The effectiveness of specific technology tools and software
most common software used in campus classrooms seems to be the Microsoft
programs Word, GeoGebra, SPSS, Mathematica, Projector, and Access. However, our campus does not sufficiently
available technology tools. Mathematical software is not freely available so
some application is used.
Lack of Implement of ICT in Classroom
ICT provides a great advantage in the
preparation and organization of mathematics classes, as well as teaching the
students, relatively using the modern technology in class, and demands constant
education of teachers by attending many seminars. The use of ICT provides greater
performance, visual observation, better perception, and faster learning. In the
teaching process, teachers as assistants are instructing students while they
are doing their tasks. ICT can bring many benefits to the classroom and the
education process and can provide new opportunities for teaching professionals
delivering education. Teachers are very aware of the social changes and the
perceived need to keep up with the advances in technology and technology use.
In this regard, the response from the Teacher is as follows:
“I use ICT to engage students by using
video, audio and visuals and interactivity, and to make transitions is not easier.
ICT gives a variety of ways to teach and learn. ICT is a useful tool and can
reach and engage students of all levels improving their overall understanding
through visual and hands on methods”.
In
this concern, another Teacher said:
“I use ICT to plan my lessons.
All lessons have some form of Interactive Whiteboard or PowerPoint presentation.
So I very much believe we have to be up to date, we have to be using all sorts
of resources and as many as we can ICT wise that allow for that good teaching.
However, many students managed group by group at classroom access and also not
the sufficiently available computer in campus”.
In my observation, I found that the
use of ICT within the classroom enhances the learning experience. Only using
ICT where relevant and where the outcomes would be positive. The technology can
be a useful tool in the classroom and benefit students, most are willing to
take the time to learn. But some little problems with ICT use in classroom
implementation.
The interview and observation, in this
response that make the students curious and interested in learning mathematics.
Due to more students in the classroom, the time for each student in the ICT
room gets less so that it becomes a difficult task for the teacher to complete
the target of the curriculum. In order to make use of ICT within teaching and
learning, it may be necessary for teachers to alter their conceptions in terms
of technology, students, teaching, and learning. One of the greatest challenges
in ICT use in education is balancing educational goals with economic realities.
Improper Training
For the successful and effective use of ICT tools, teacher training is
of most importance, and ICT very useful for teachers. One of the preliminary
steps in implementing any ICT-based educational approach is teacher perception,
unless the teacher fully comfortable with a new approach to teaching, providing
students with computers. That is why training related to the specific subject
with appropriate use must be essential for the teacher. According to Coley,
Cardler, and Engle, for successful and effective ICT tools usage, teacher
training is almost important. In this regards, a teacher says that:
“I wish we could move from this chalkboard
approach to white board and effective use of ICT in instruction. It will make
teaching easier and facilitate students’ understanding. At the academic
training like seminar, ICT training and other Mathematics community is not
proper organized by particularly trained for teachers to become ICT literate to
them to be able and get information from the internet”.
Another
teacher said:
“Our Collage does not have any training
schedule for the teachers. Some teachers are only send for training twice a
year and such training were about mathematics Seminar and using mathematics
application teaching learning process. It is possible up to now for me to
participate in any seminar conducted on mathematics”.
The above teachers' view indicated that
though they were willing to participate in the training in a certain interval,
they were not getting it because the campus has no proper schedule for the
teachers' training. The teachers were not being participated in such training
that was related to teacher’s professional development. Training could be very
important and necessary for teachers for their professional development because
to come with a fresh and new mind in the classroom is fruitful and hence
helpful to increase students' achievement. However, teachers learned to web
sites, YouTube, and other resources' own teaching processes. Therefore, such
training has been limited to the formality of trainers and trainees.
Lack of Access and ICT Infrastructure
Effective teaching and learning
Mathematics using ICT is determined by the availability of ICT infrastructure
in the schools. Access and the available infrastructures remain the main
factors that influence the mathematical learning and teaching use of ICT.
ICT Infrastructures are all the
information and communications technology infrastructure and systems (including
software, hardware, firmware, networks, and the company websites) that are used
in an organization. ICT infrastructure and skilled human resources are core
components of ICT in education. Availability of ICT in the community
environment provides an opportunity to use various forms of ICT for different
purposes. The ICT access hardware infrastructure needs to be in place with
supporting elements such as electricity, maintenance, and technical services.
Effective teaching and learning Mathematics using ICT is determined by the
availability of ICT infrastructure in the college. In this regards, the
teachers responded as:
“Computer are not sufficient, poor
connectivity, infrequent electricity supply, the number of students in
classrooms, having almost a hundred plus with almost no space for circulation.
All of that you know compact the difficulties that go with using ICT usage in
the classroom”.
Similarly,
another teacher said:
“Only ICT teachers are allowed to use the College
labs. For a subject teacher like me, to come here with my students, I need to
start first by taking permission from my head of the department in charge of my
subject area. The head of the department then asks for permission from the
collage discipline masters, who make a request to the ICT monitor in charge of
the College multi-media Centre”.
In my observation, I concluded that the ICT
infrastructure is less availability in campus. Large class sizes make it
difficult for teachers to employ interactive teaching strategies or to gain
insight into the difficulties experienced by students. Large classes pose
problems for all students but students who are under-prepared are particularly
affected.
Depending on findings from the classroom
observation and interview, responses from many of the teachers in ICT
classrooms their positive interest to incorporate ICT in their classrooms. The
interest in integrating ICT could not effectively use ICT tools because of poor
networks and lack of electricity in the classrooms.
Challenges of ICT Teaching
Teachers
need specific professional development opportunities in order to increase their
ability to use ICT for formative learning assessments, individualized
instruction, accessing online resources, and for fostering student interaction
and collaboration. ICT technologies and other aspects of digital culture have
changed the ways people live, work, play, and learn, impacting the construction
and distribution of knowledge and power around the world. The development of
information and communication technology in mathematics education is faced with
many challenges. In this regards, the teachers responded as:
“ICTs
have not been used as a way of acquiring new knowledge and skills in campus of
Nepal due to inadequacy of curriculum content and limited access to ICTs. Other
challenges include inadequate funding, lack of basic infrastructure, lack of
qualified personnel; our context is the required physical infrastructure for
implementing, sustainability and lack of policy formulation and
implementation”.
In
the above teacher’s interviews, I conclude that the digital device and access
to ICT facilities is a major challenge facing Nepali College. In our context,
we are facing various problems and challenges for using ICT in the mathematics
classroom. In most of the developing country has an economic challenge to use
ICT in classroom activities as same as in Nepal.
According
to, National Curriculum Formwork-2007 and ICT in education master plan
(2013-017) focuses on ICT familiar curriculum in every subject but we need to
know our ground reality that is the lack of trained course facilitators for all
subjects to use ICT in classroom activities. Especially in mathematics
classroom there need to use different mathematical software in different ways
so at first need to provide opportunities for facilitator to gain implementing
knowledge and skills of ICT in mathematics.
In Conclusion, some major challenges for
using ICT in a Nepalese mathematics classroom. Challenges in using the ICT in
teaching mathematics include the size of the classroom, Infrastructure, and funding,
lack of qualified personnel, and lack of policy formulation and implementation.
Use of ICT Teacher’s Opportunities
According to the Information &
Communication Technology (ICT) in Education Master Plan 2013-2017) IT Policy
(2010) has the policy, Expansion of access of the Internet to all College,
Coordination and collaboration with national and international Institutions to
develop skilled human resources for continuous, relevant and quality Education.
Therefore, there may be the chances of collaboration with the international
institution in the learning mathematics and ICT based classroom. In this
regard, the one teacher says:
“ICT
make teaching job easier, ICT promote individualized interactivity, ICT
improves delivery of mathematical resources, and ICT offers a wide access to
global knowledge, ICT facilitate interaction with resources”.
In this same way,
another teacher said that:
“ICT has the ability to make
learning occur anytime at any place, through the use of ICT access to
mathematics education has been wide and limitless, and teachers can learn and
get access to mathematics educational resources anywhere and at any time. There
are varieties of mathematics materials on the internet such as virtual classes,
electronic books, electronic libraries that are accessible 24 hours everywhere
ICT has made mathematics education resources easily be available, easily
accessible”.
From
the above information, I found that teaching mathematics using ICT is more
effective and more interesting. It is student centered learning that can assist
to boost up their computer skills as well as lesion be learnt is meaningfully.
The most significant factor for continuing the development of teachers’
ICT-related skills is for them to have regular access to functioning and relevant
ICT equipment. The study identified the following factors: - teachers’ positive
attitude, teachers’ competence in ICT use, accessibility of ICT facilities,
professional development, and availability of technical support.
Chapter-V
SUMMARY, FINDINGS,
CONCLUSION AND RECOMMENDATIONS
This chapter synthesizes the analysis of
the data gathered from primary and secondary sources as findings of the study
and draws conclusion of the study. This chapter also deals with the finding,
conclusion and implications of the study and presents a summary of the research
findings, conclusion, recommendations of the study and suggestions for further
research.
Summary and Findings
Literature on mathematics teaching and learning has shown that there is
a consensus on the need to enforce our student's problem solving and
higher-order thinking skills in mathematics so that they can be captured in
pursuing successful careers.
This study was qualitative with a case
study type. The researcher himself developed a questionnaire under the guidance
of a supervisor. The questionnaire, classroom observation, and interview
schedule were the main tools of this study. The responses were collected from
mathematics teachers and students of sampled campus, in the Kathmandu district,
selected by the purposive sampling method. Also, interview data analyzed based
on the thematic approach.
It is obvious that in general information
technology and in particular, calculator, computer and software major changes
in what to teach. It is more efficient with changes in how to teach rather than
what to teach. A typical way to do so is to replace older ways of communication
with new possibilities offered by information technology and internet
connectivity. Thus, ICT helps the students to become more active in the
education process. Particularly, ICT tools have also great potential to affect
presenting the content of the university mathematics.
Based on analysis and interpretation of the
data, the major findings of this study are presented below:
- ·
ICT has provided an opportunity to each
individual for unlocking creativity systematically through active
participation, which is a key element of constructivism learning.
- ·
The use of ICT promoted independent and
self-regulated learning that are important for unlocking student’s potential
and enables students to develop invaluable confidence.
- ·
The use of ICT helped students and
teachers to embed mathematical concepts is visual.
- ·
There is a facility of ICT and internet
for selection and use of teaching materials to teach mathematics in a modern
way.
- ·
There are sufficient teaching materials in
college and teachers are using available teaching materials as well.
- ·
The campus has no proper schedule for
refreshing training to deal with new challenges that take place during
teaching-learning activities.
- ·
ICT infrastructures were limited in the
college and Mathematics teachers did not the sufficient seminars and training
programs on how to use ICT in teaching and learning Mathematics.
- ·
The use of ICT in teaching mathematics can
make the teaching process more effective as well as enhance the student's
capabilities in understanding basic concepts.
- ·
Students get more effective mathematics
teaching and learning and mathematical software help for student creativity and
motivation. The student collaboration learning feels good uses of availability
of technology tools in ICT.
- ·
The use of ICT in classroom teaching could
gradually shift traditional teaching and learning strategies. The participants
that ICT is the most powerful weapon for discovering new knowledge.
- ·
The study was identified as barriers to
using ICT in teaching teacher competence and confidence, teaching experience,
inadequate infrastructure, lack of training, and lack of technical support.
- ·
Teachers and students also support the use
of ICT in the mathematics teaching and learning process, which helps to enhance
the student’s learnings.
- ·
The most significant factor for continuing
the development of teachers’ ICT-related skills is for them to have regular
access to a functioning and relevant ICT equipment.
Conclusion
From the above-stated findings of
this study, it can be concluded that teaching-learning activities of
mathematics are satisfactory to construction and purchase of teaching
materials, selection of teaching materials, use of teaching materials and
method, teachers' training and its transfer in real classroom teaching,
trainers with their knowledge, skill, experience. It is found that necessary
teaching materials are available and teachers are using available teaching
materials too. According to teachers, we can use teaching materials because of
crowded class, a large number of students, inappropriate campus environment,
and divide the group by group in the classroom teaching.
Both lecturers and students are competent in
basic ICT applications such as Microsoft word processor, GeoGebra, Mathematica,
e-mail, excel, and the like. However, the majority of lecturers have lack
competence in the pedagogical use of ICTs to enhance education delivery for
which they required proper training given to them for success. The policy
emphasizes that the use of ICT in teaching and learning can equip the growing
generation of youths with skills and integrate them into the global
technological market. The ICT is essential and useful to conduct the
mathematics lesson at the campus level. It is more effective in comparison to
the traditional method. Teaching mathematics through ICT, there is the active
participation of students and teachers will benefit from teaching and learning.
In addition, in this digital era, ICT use
in the classroom is important for giving students and teachers challenges and
opportunities to learn and apply the required 21st-century skills. ICT has made
the world come closer day by day. After a few years, any gadget will be
mandatory among children or aged people. This represents that the coming
generation without the internet will be unimaginable. So as to motivate
mathematics educators to apply elements of ICT in their teaching. This could
maintain the positive changes and perceptions of students regarding learning
mathematics.
Implications of the Research
Every research has implications in
different sectors. The study entitled “use of ICT in mathematics classroom:
opportunities and challenges” has based on the findings, the following are
potential implications;
- ·
Teachers should also be provided with
adequate technological resources, technical support and administrative support
to encourage them successfully use ICT in teaching and learning.
- ·
Teacher should be urged in on using
mathematics lesson in accordance with policy provisions of penetrating ICT
tools in university level curriculum.
- ·
Traditional approach has a lot of countenance
in mathematics teaching and learning and ICT based mathematics class may be
panacea for it.
- ·
Teachers should be given sufficient
training on how to use ICT in teaching and learning processes to acquire the
requisite knowledge and skills in integrating the technology in classrooms.
- ·
This study has reported enhancing
classroom uses of technology, providing technology training, providing
technology infrastructure and resources.
Recommendations for Future Research
The researcher is of the opinion that
further research can be carried out in the following areas.
- ·
A study to be done on ICT pedagogical practices
in teachers training colleges and universities in Nepal.
- ·
A study to be conducted on the
effectiveness of using technology tools in teaching and learning Mathematics.
- ·
A research can be done to involve several
universities in the country in order to determine challenges and opportunities
for integration of ICT in the mathematics Classroom.
- ·
The study about problems related to
mathematics curriculum, textbook, and its relevancy to the context of the multicultural
classroom can be one of the areas for further study.
- ·
It is helpful to find out the challenge
and opportunities of teachers and students in mathematics classrooms.
- ·
Further research should also be designed
to investigate the experiences of lecturers and students on ICT opportunities
and challenges in mathematics education delivery at the University of Nepal.
REFERENCES
Amuke, S., Miheso, M., & Ndeuthi, S. (2015).
Opportunities and challenges: Integration of ICT in eaching and learning
mathematics in secondary schools, nairobi, kenya. Journal of Education and
Practice, 6(15).
Bajracharya, D., Bhuju, D. R., & Pokhrel, J. R. (2006).
Science, research and technology in nepal. UNESCO, Kathmandu.
Bhattrai, L. N. (2018). Experiences of teachers in diverse
classes:Teaching mathematics through ICT. International Education &
Research Journal, 4(8).
Chrisanthos, I. (2008). The use of ICT in primary
mathematics in Cyprus: the case of GeoGebra (Master's thesis).
Cohen, L., Manion, L., & Morrison, K. (2013). A
Guide to teaching Practice. New Delhi: Cambridge University Press.
Creswell, J. W. (2014). Research design qualitative,
quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE
Publications.
Crowther, D. T. (1997). The Constructivist Zone.
Electronic Journal of Science Education: Retrieved
fromhttp://wolfweb.unr.edu/homepage/jcannon/ejse/ej.
Dahal, B., & Dahal, N. (2015). Opportunities and
challenges to use ICT in nepalese mathematics education. Second National
Conference on Mathematics Education: Retrieved Fromhttps://www.researchgate.net.
Dhital, H. (2018, April). Opportunities and challenges to
use ICT in government school education of nepal. International Journal of
Innovative Research in Computer adn communication engineering, 6(4).
Hohenwarter, M. (2008). E-learning: Concepts, issues,
application, evaluation. Austria: Riyadh:Dar Alsolatech Publication.
Joshi, D. (2005). Policies, practices and barriers of ICT
utilization in school education in nepal. International Journal of
Research in Social Science, 7(2).
Koohang, A. (2009). A learner-centered model for blended
learning design. International Journal of Innovation and Learning, 6(1),
76-91.
Mallon, M. N. (2013). Extending the learning process: Using
the theory of connectivism to inspire student collaboration. Kansas
Library Association College and University Libraries Section Proceedings, 3,
18-27.
MOE. (2007). School sector reform: Draft for
consultation and dissemination. Kathmandu: Authors.
MOE. (2013). Information & communication technology
(ICT) in education master plan 2013-2017. Kathmandu: Government of Nepal.
NCTM. (2000). Principles and standards for school
mathematics. Reston Virginia: Authors.
NCTM. (2000). The national council of teachers of
mathematics. Retrieved from www.nctm.org:
https://www.nctm.org/uploadedFiles/Standards_and_Positions/PSSM_ExecutiveSummary.pdf
Neuman, W. L. (2006). Social research methods:
Qualitative and quantitative approaches. Boston: Pearson /AandB.
Plan, I. M. (2013-2017). Information & Communication
Technology (ICT). Kathmandu: Government of Nepal.
Poudel, S. (2015). Teacher and student perception on the
use of ICT in mathematics teaching (An unpublished dissertation of master of
degree). Kathmandu University, Nepal.
Poudel, Y. N. (2007). Use of ICT in teaching mathematics
(An unpublished dissertation of master of degree). Tribhuvan University,
Nepal.
Shrestha, R. (2015). Status of ICT use in teaching /
learning mathematics. An unpublished master thesis, Department of
Mathematics Education, T.U.: Kirtipur, Kathmadu.
Siemens , G., & Downes, S. (2015). "Connectivism
(Siemens, Downes)"in learning theories. Retrieved from
https://www.learning-theories.com/connectivism-siemens-downes.html.
Siemens, G. (2005). Connectivism:A learning theory for
the digital age. Retrieved From http://www.itdl.org/journal/jan_05/article01.htm.
APPENDIX-A: Interview Guidelines for Teachers
Name
of the Teachers………………College …Name…………………Date:……….
Address…………………………… Gender………………
Dear
Sir/Madam,
I am Dan Bdr Budha, a postgraduate
researcher from the Mahendra
Ratna Campus, Tahachal, Kathmandu, Nepal, carrying out a research
on “Use of ICT in Mathematics Classroom: Opportunities and Challenges”
under the supervision of Mr. Loknath Bhattrai a lecture of Department of
Mathematics Education. I shall be grateful for your kind cooperation and
participation in making this task a success.
This
interview aims to get your views about the use of Information and Communication
Technologies (ICTs) in Mathematics Classroom opportunities and challenges. This
study is strictly for academic purpose and will be treated with high
confidentiality.
This
interview with mathematics teacher taken in the basis of following statements.
- Ø How
long have you been teaching?
- Ø Proper
training
- Ø Availability
of technological tools (like Internet, Mathematical software, projector etc.)
- Ø Teachers
interest and Students interest
- Ø Challenges
face to learning/teaching mathematics using ICT
- Ø Implement
of ICT in mathematics classroom
- Ø Engage
your learners to learn by using ICT
- Ø Knowledge
about technologies
- Ø Opportunity
to use of ICT
APPENDIX-B: Interview Guidelines for Students
Name
of the Students…………College Nam…….……….Date……… Address……………………….. Gender…………
Dear
Student,
I am Dan Bdr Budha, a postgraduate
researcher from the Mahendra
Ratna Campus, Tahachal, Kathmandu, Nepal, carrying out a research
on “Use of ICT in Mathematics Classroom: Opportunities and Challenges”
under the supervision of Mr. Loknath Bhattrai a lecture of Department of
Mathematics Education. I shall be grateful for your kind cooperation and
participation in making this task a success.
This
interview aims to get your views about the use of Information and Communication
Technologies (ICTs) in Mathematics Classroom opportunities and challenges. This
study is strictly for academic purpose and will be treated with high
confidentiality.
This
interview with mathematics students taken in the basis of following Statements.
- Ø Do
you have a computer at home?
- Ø Computer
basic skills
- Ø Use
of technological tools (like mathematical software, internet, projector etc.)
- Ø ICT facilities mathematics task
- Ø Engage
in ICT based learning activities
- Ø Effective
learning in ICT classroom
- Ø Effectively
use computer and internet
- Ø Internet
access in ICT Lab
- Ø Opportunities
in using ICT
- Ø Challenges
in using ICT
![Import-ants Mathematics , Science, English and Others Technology Sites :- [Websites, Apps, YouTube Channel and Others Links]](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIcGdIgQTSy7Yg6oBV8z6o_YHZY9ips0LbXj7bT8Yqrj2iior-577V3QUPH1Ll74i1C5J5MPovzzCk63AkOUA2SW_6Uh4ANwBQwJC-AhlLMIwHhQj6udW4FH-zKDeEZIAFmRomrqUJJ8k/w100/)
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