Chinese mathematics teachers’ use of digital technologies for instruction: A survey study

Xiangquan Yao, Jing Zhao

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The rapid development of education informatization provides more and more K-12 Chinese mathematics classrooms access to digital technologies. As a result, it is important to understand Chinese mathematics teachers’ practices of technology integration in order to better support them. A questionnaire containing close and Likert-scale questions was distributed to 1,083 Chinese mathematics teachers to understand their usage of a list of commonly available technologies and demographic factors related to their technology usage. Results from the survey showed that search engines, self-accumulated digital resources, courseware, and smartboard were frequently used by the majority of participants. Other commonly available technologies were only frequently used by less than half of the participants. In lesson preparation the majority of participants used technologies to download resources, make courseware, and search for practicing problems. Most participants used technologies to motivate students and present knowledge and information during classroom instruction. The impact of age, grade levels, years of teaching with technology, and teacher beliefs on the participants’ technology usage was also analyzed.

Original languageEnglish (US)
Article numberem2135
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume18
Issue number8
DOIs
StatePublished - 2022

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Mathematics

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