Research Article

Mathematics Teachers Standing on the Utilization of Digital Resources in Kathmandu, Nepal

Dirgha Raj Joshi 1 2 * , Mohan Rawal 3
More Detail
1 Manendra Ratna Campus Tahachal, Tribhuvan University, NEPAL2 Nepal Open University, NEPAL3 Shree Badhi Malika Secondary School Bajura, NEPAL* Corresponding Author
Contemporary Mathematics and Science Education, 2(1), 2021, ep21004, https://doi.org/10.30935/conmaths/9679
OPEN ACCESS   672 Views   1159 Downloads
Download Full Text (PDF)

ABSTRACT

The standing of mathematics teachers on the use of digital resources represents the mathematics teaching-related of online resources, mobile applications, and software. The study focused on how mathematics teachers are using digital resources in their classroom practices. The study was carried out among 147 mathematics teachers in Kathmandu Nepal. The finding indicates that digital resources using the level of mathematics teachers were found low. The teaching experience is a contributing factor to the use of online resources whereas teaching level and qualifications are contributing factors of using the software. The finding suggested all stakeholders bargain away out towards the regular and effective application of digital resources in the classroom practice and digital capacity enhancement of teachers.

CITATION (APA)

Joshi, D. R., & Rawal, M. (2021). Mathematics Teachers Standing on the Utilization of Digital Resources in Kathmandu, Nepal. Contemporary Mathematics and Science Education, 2(1), ep21004. https://doi.org/10.30935/conmaths/9679

REFERENCES

  1. ADB. (2017). Innovative Strategies for Accelerated Human Resource Innovative Strategies for Accelerated Human Resource Development in South Asia: Nepal. Asian Development Bank. http://hdl.handle.net/11540/5260
  2. Agyei, D. D., & Benning, I. (2015). Pre- Service Teachers’ Use and Perceptions of Geogebra Software as an Instructional Tool in Teaching Mathematics. Journal of Educational Development and Practice, 5(1), 14-30. https://doi.org/10.3844/jmssp.2012.253.257
  3. Agyei, D. D., & Voogt, J. (2011). ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and Information Technologies, 16, 423-439. https://doi.org/10.1007/s10639-010-9141-9
  4. Alharbi, E. (2014). A Study on the Use of ICT in Teaching in Secondary Schools in Kuwait. Cardiff Metropolitan University, Kuwait. Retrieved from https://repository.cardiffmet.ac.uk/handle/10369/5675
  5. Al-Takhyneh, B. (2018). Attitudes towards Using Mobile Applications in Teaching Mathematics in Open Learning Systems. International Journal of E-Learning & Distance Education, 33(1), 1-16. Retrieved from https://files.eric.ed.gov/fulltext/EJ1180063.pdf
  6. Amuko, S. (2015). Pedagogical Practicesin Integrationof ICT in Teaching and Learning Mathematics, in Secondary Schools in Nairobi County, Kenya. IOSR Journal of Mathematics, 11(5), 20-23. https://doi.org/10.9790/5728-11512023
  7. Bhattarai, L. N. (2019). ICT Integrated Pedagogy in a Multicultural Classroom: Experiences of Mathematics Teacher. Interdisciplinary Research in Education, 4(1), 9-18. https://doi.org/10.3126/ire.v4i1.25706
  8. Carrington, A. (2016). The Padagogy Wheel ENG V5.0 Android Retrieved from https://designingoutcomes.com/assets/PadWheelV5/PW_ENG_V5.0_Android_PRINT.pdf
  9. Celik, H. C., & Karayaman, S. (2018). Investigating Attitudes of Prospective Mathematics Teachers towards the Use of Mobile Learning at a Higher Learning Institution. Universal Journal of Educational Research, 6(8), 1784-1794. https://doi.org/10.13189/ujer.2018.060823
  10. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London and New York: Routledge. https://doi.org/10.4324/9780203029053
  11. Coolican, H. (2013). Research Methods and Statistics in Psychology (2nd ed.). London and New York: Routledge. https://doi.org/10.4324/9780203769669
  12. Crompton, H., & Burke, D. (2015). Research Trends in the Use of Mobile Learning in Mathematics. International Journal of Mobile and Blended Learning, 7(4), 1-15. https://doi.org/10.4018/IJMBL.2015100101
  13. Dhaka, B. P., & Sharma, L. (2016). Virtual Learning Environment (VLE) in Mathematics Education. Education Journal, 5(6), 126-135. https://doi.org/10.11648/j.edu.20160506.11
  14. Dhakal, P. K. (2018). Use of ICT tools in teaching mathematics in higher education: A case of mid-Western University. International Journal of Multidisciplinary Perspectives in Higher Education, 3(1), 81-88. https://doi.org/10.32674/jimphe.v3i1.636
  15. Dhakal, R. K., & Pant, B. P. (2016). Assessment of teacher education curricula in Nepal: An ICT perspective. International Journal of Innovation, Creativity and Change, 2(3), 96-107. Retrieved from https://www.ijicc.net/images/Vol2iss3/2Teacher_Ed_and_Nepal_May_2016.pdf
  16. Dixit, U. (2009). The use of ICT in teacher training: Nepal’s experience. International Conference on Education and World Bank-KERIS High Level Seminar on ICT in Education. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.535.932&rep=rep1&type=pdf
  17. Drigas, A. S., & Pappas, M. A. (2015). A Review of Mobile Learning Applications for Mathematics. International Journal of Interactive Mobile Technologies, 9(3), 18-23. https://doi.org/10.3991/ijim.v9i3.4420
  18. Etcuban, J. O., & Pantinople, L. D. (2018). The Effects of Mobile Application in Teaching High School Mathematics. International Electronic Journal of Mathematics Education, 13(3), 249-259. https://doi.org/10.12973/iejme/3906
  19. Geomez-Zermeno, M., & Franco-Gutierrez, H. (2018). The Use of Educational Platforms as Teaching Resource in Mathematics. Journal of Technology and Science Education, 8(1), 63-71. https://doi.org/10.3926/jotse.337
  20. GON. (2017). Education in Figures 2016 at - a - Glance. Ministry of Education, Science & Technology.
  21. Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for its Use. TechTrends Springer, 60(5), 433-441. https://doi.org/10.1007/s11528-016-0091-y
  22. Kartika, H. (2018). Teaching and Learning Mathematics Through Web-Based Resource: An Interactive Approach. MaPan: Jurnal Matematika Dan Pembelajaran, 6(1), 1-10. https://doi.org/10.24252/mapan.2018v6n1a1
  23. Kihoza, P., Zlotnikova, I., Bada, J., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 12(1), 107-128. Retrieved from https://files.eric.ed.gov/fulltext/EJ1099588.pdf
  24. Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes. Journal of Educational Computing Research, 55(2), 172-196. https://doi.org/10.1177/0735633116656848
  25. Kong, C. C., Horani, S., & Daniel, J. (2005). A Study on the Use of ICT in Mathematics Teaching. Malaysian Online Journal of Instructional Technology (MOJIT), 2(3), 43-51. Retrieved from https://pdfs.semanticscholar.org/0419/ba0310ac083bdb277238c5800a059ccd142c.pdf
  26. Larkin, K. (2013). Mathematics Education: Is There an App For That? In Mathematics Education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australia) (pp. 1-8). Retrieved from https://files.eric.ed.gov/fulltext/ED572942.pdf
  27. Loong, E. (2003). Australian Secondary School Teachers’ Use of the Internet for Mathematics. In 26th Conference of the Mathematics Education Research Group of Australasia (pp. 484-491). Retrieved from https://pdfs.semanticscholar.org/5fcb/33c4f7326fb9c241f8266c3792dda21e96ce.pdf
  28. Mailizar, M., & Fan, L. (2019). Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1799. https://doi.org/10.29333/ejmste/110352
  29. Mainali, B. R., & Heck, A. (2017). Comparison of Traditional Instruction on Reflection and Rotation in a Nepalese High School with an ICT-Rich, Student-Centered, Investigative Approach. International Journal of Science and Mathematics Education, 15(3), 487-507. https://doi.org/10.1007/s10763-015-9701-y
  30. MoCIT. (2019). 2019 Digital Nepal Framework. Ministry of Communication and Information Technology. Nepal.
  31. MoE. (2013). Information & Communication Technology (ICT) in Education Master Plan 2013-2017. Ministry of Education Nepal.
  32. MoE. (2016). School Sector Development Plan 2016-2023. Ministry of Education, Nepal.
  33. MoIC. (2015). National Information and Communication Technology Policy, 2015. Ministry of Information and Communication, Nepal.
  34. Noor-Ul-Amin, S. (2013). An Effective use of ICT for Education and Learning by Drawing on Worldwide Knowledge, Research, and Experience: ICT as a Change Agent for Education. Scholarly Journal of Education, 2(4), 38-45. Retrieved from http://scholarly-journals.com/sje/archive/2013/April/pdf/Noor-Ul-Amin.pdf
  35. Ozmantar, M. F., Akkoc, H., Bingolbali, E., Demir, S., & Ergene, B. (2009). Pre-service mathematics teachers’ use of multiple representations in technology-rich environments. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 19-37. https://doi.org/10.12973/ejmste/75224
  36. Panthi, R. K., & Belbase, S. (2017). Teaching and Learning Issues in Mathematics in the Context of Nepal. European Journal of Educational and Social Sciences, 2(1), 1-27. https://doi.org/10.20944/preprints201706.0029.v1
  37. Parajuli, K. P. (2016). Mobile Learning Practice in Higher Education in Nepal. Open Praxis, 8(1), 41-54. https://doi.org/10.5944/openpraxis.8.1.245
  38. Patten, M. L., & Newhart, M. (2018). Understanding Research Methods: An Overview of the Essentials (10th ed.). London and New York: Routledge. https://doi.org/10.4324/9781315213033
  39. Portela, J. (2007). Communicating Mathematics Through the Internet: A Case Study. Interactive Educational Multimedia, 14, 65-78. Retrieved from http://ipvc.academia.edu/Jos?Portela/Papers/355906/Communicating_Mathematics_Through_the_Internet-A_Case_Study
  40. Sá, J. P. M. de. (2007). Applied Statistics Using SPSS, STATISTICA, MATLAB and R (2nd ed.). Berlin, Heidelberg, and New York: Springer.
  41. Sivakova, D., Kochoska, J., Ristevska, M., & Gramatkovski, B. (2017). ICT- The Educational Programs in Teaching Mathematics. TEM Journal, 6(3), 469-478. https://doi.org/10.18421/TEM63-06
  42. Skillen, M. A. (2015). Mobile Learning: Impacts on Mathematics Education. In Proceedings of the 20th Asian Technology Conference in Mathematics (Leshan, China, 2015) Mobile (pp. 205-214). Retrieved from http://atcm.mathandtech.org/EP2015/full/3.pdf
  43. Supandi, Ariyanto, L., Kusumaningsih, W., & Aini, A. N. (2018). Mobile phone application for mathematics learning. Journal of Physics: Conference Series, 983, 012106. https://doi.org/10.1088/1742-6596/983/1/012106
  44. UNESCO. (2018). UNESCO ICT Competency Framework for Teachers | OER Commons. United Nations Educational, Scientific and Cultural Organization, France. France. Retrieved from https://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/content/2/UNESCO ICT Competency Framework V3.pdf
  45. Zermeno, M. G., & Gutierrez, H. F. (2018). Journal of technology and science education. Journal of Technology and Science Education, 8(1), 63-71. https://doi.org/10.3926/jotse.337