Exploring challenges in integrating ICT in secondary mathematics with TPACK

    Research output: Contribution to journalArticlepeer-review

    Abstract

    This paper describes challenges encountered by three experienced secondary mathematics teachers when they try to integrate ICT in their classrooms. This study is based on the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2) knowledge of instructional strategies and representations for teaching, 3) knowledge of students’ knowledge of technology; and 4) knowledge of curriculum and curriculum materials that integrate technology with learning. By using this analysis, we explore the challenges that teachers face on each of the four levels of integration ICT and suggest ways of improving these strategies in mathematical instruction.
    Original languageEnglish
    Pages (from-to)35-56
    Number of pages22
    JournalSoutheast Asian Mathematics Education Journal
    Volume4
    Issue number1
    Publication statusPublished - 2014

    Keywords

    • mathematics
    • high school teachers
    • pedagogy

    Fingerprint

    Dive into the research topics of 'Exploring challenges in integrating ICT in secondary mathematics with TPACK'. Together they form a unique fingerprint.

    Cite this