A Study on the Use of ICT in Mathematics Teaching

Name: Ada Mae I. Robles M.A.Ed Mathematics

METHODOLOGY
The research deployed a survey method to investigate the use of ICT and the barriers of
integrating ICT into the teaching of mathematics. The survey was carried out during a
mathematics in-service course conducted by the State Education Department. Before the
commencement of the survey, the respondents were given a briefing on the purpose of the
survey. A total of 111 responses were received and they were analyzed using the SPSS
statistical package. A questionnaire was adapted from the Teacher Technology Survey by
the American Institute for Research (AIR, 1998). The questionnaire was divided into seven
areas, i.e., (A) the teachers profile, (B) how teachers use ICT, (C) professional development
activities, (D) the teachers ICT experience, (E) the level of use in ICT, (F) the barriers faced
by teachers and (G) the proposed solution.

RESULTS OF THE STUDY
According to this research, a total of 71.7% of the respondents used computers on a regular
basis. The research also depicts the percentage of usage by teachers in the various ICT
applications: word processing packages (71.1%), spreadsheets (51.2%), Internet activity
(44.1%), search engines (44.1%), presentation software (36.9%), drill and practice
(24.3%), hypermedia/multimedia (22.5%), databases (21.6%), graphical applications
(19.8%), simulation programmes (17.1%), desktop publishing (12.6%), Flash
presentations (11.7%), and Java applets (6.3%). These percentages show that the
computer literacy rate among secondary school mathematics teachers has been high.

1.) The use of ICT in teaching mathematics can make the teaching process more
effective as well as enhance the students capabilities in understanding basic
concepts. The use of ICT in the classroom needs initiative of teachers themselves to
discover what is appropriate for their students.
2.) Teachers can maximize the impact of ICT in teaching mathematics by using ICY as a
tool in working towards learning objectives, and by developing knowledge of the
multimedia software available.











A Study on the Use of ICT in Mathematics Teaching
ABSTRACT
The introduction of laptops in the teaching of mathematics and science in English under the
Teaching and Learning of Science and Mathematics in English Programme (Pengajaran dan
Pembelajaran Sains dan Matematik dalam Bahasa Inggeris, PPSMI) has been implemented
by the Ministry of Education since 2003. The preliminary observations found that teachers
are not fully utilizing these facilities in their teaching. A survey was conducted to study the
barriers preventing the integration and adoption of information and communication
technology (ICT) in teaching mathematics. Six major barriers were identified: lack of time
in the school schedule for projects involving ICT, insufficient teacher training opportunities
for ICT projects, inadequate technical support for these projects, lack of knowledge about
ways to integrate ICT to enhance the curriculum, difficulty in integrating and using
different ICT tools in a single lesson and unavailability of resources at home for the
students to access the necessary educational materials. To overcome some of these
barriers, this paper proposes an e-portal for teaching mathematics. The e-portal consists of
two modules: a resource repository and a lesson planner. The resource repository is a
collection of mathematical tools, a question bank and other resources in digital form that
can be used for teaching and learning mathematics. The lesson planner is a user friendly
tool that can integrate resources from the repository to lesson planning.

REFERENCES
Chong Chee Keong, Sharaf Horani & Jacob Daniel (2005). Malaysian Online Journal of
Instructional Technology (MOJIT). A Study on the Use of ICT in Mathematics
Teaching, 43-51
http://peoplelearn.homestead.com/MEdHOME2/RESEARCHinstrucTech/Math.teaching.
pdf
Becta. (2003). What the research says about using ICT in Maths. UK: Becta ICT Research.
http://acec2010.acce.edu.au/sites/acec2010.info/files/proposal/444/acec2010rhudson1
71209.pdf
http://upload.wikimedia.org/wikipedia/commons/thumb/3/37/OLPC_Class__Mongolia_Ul
aanbaatar.JPG/220px-OLPC_Class_-_Mongolia_Ulaanbaatar.JPG
http://ayala.weboui.com/globe-enables-access-to-education
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A Study on the Use of ICT in Mathematics Teaching

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Ten Commandments of Computer Ethics
Name: Ada Mae I. Robles M.A.Ed Mathematics

The TEN COMMANDMENTS

1. Do not use a computer in ways that may harm other people.
It simply states that it is wrong to use a computer to steal someones personal
information. It is unethical to use a computer to harm another user. It is not only
harming physically but it includes harming and corrupting other users data or files.
2. Do not use computer technology to cause interference in other users work.
It is unethical to use or generate malicious software like computer viruses to attack
a computer.
3. Do not spy on another persons computer data.
It is wrong to open and read someones personal letter. It is as bad as opening and
reading someones e-mail messages or files. This is invading someone elses privacy.
4. Do not use computer technology to steal information.
It is unethical to steal sensitive information or leaking confidential information. It is
as good as robbery.
5. Do not contribute to the spread of misinformation using computer technology.
Because of the Internet, through social networking sites or e-mails, false news or
rumors can easily be spread. Putting out false information to the world is bad.
6. Refrain from copying software or buying pirated copies.
Software is like a book. It is considered as an intellectual product. Like any other
artistic or literary work, software is copyrighted. It is unethical to obtain
7. Do not use someone elses computer resources unless authorized to.
Breaking into someones password or intruding his private space is unethical.
8. It is wrong to claim ownership on a work which is the output of someone elses
intellect.
Establishing ownership on a work which is not yours is unethical.
9. Before developing a software, think about the social impact it can have.
When working on animation films or designing video games, the programmer
should understand his target audience/users and the effect it may have on them.
10. In using computers for communication, be respectful and courteous with the
fellow members.
One should be courteous while communicating over the web and should respect
others time and resources.

REFERENCES
http://www.ccsr.cms.dmu.ac.uk./resources/professionalism/code/cei_command_com.
html
en.wikipedia.org/wiki/Ten_Commandments_of_Computer_Ethics