ICT Utilization in Mathematics Teaching
DOI:
https://doi.org/10.5281/zenodo.15658375Keywords:
Information and Communications Technology, ICT, Mathematics teaching, capability-building PlanAbstract
Inadequate infrastructure, inadequate teacher preparation, a lack of resources, and difficulties integrating ICT tools with curriculum and assessments are the main causes of the disparity in ICT use in math education. Many schools lack enough computers, dependable internet connectivity, and the right software to teach math. Financial constraints make it difficult to acquire the resources and equipment that are required. Access may be further restricted by crowded computer labs and frequent technical issues. This study aimed to determine the extent of ICT utilization in mathematics teaching in a district of a medium-sized schools division in central Philippines for the School Year 2024-2025 as basis for a capability building plan. The areas included in this study are teacher integration in mathematics instruction, teacher competency and readiness, student engagement and learning outcomes, pedagogical approaches with ICT. The extent of ICT utilization in mathematics teaching in the areas of ICT Integration in Mathematics Instruction, Teacher Competency and Readiness, Student Engagement and Learning Outcomes, and Pedagogical Approaches with ICT were recorded to be on great extent. The comparative analysis in the extent of ICT utilization in mathematics teaching in the areas of ICT Integration in Mathematics Instruction, Teacher Competency and Readiness, Student Engagement and Learning Outcomes, and Pedagogical Approaches with ICT when grouped and compared according to Age, Highest Educational Attainment, Length of Service, and Number of ICT Trainings showed no significant difference.
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Copyright (c) 2025 Marjon M. Roche , May P. Bautista (Author)
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