Technology Integration Among Mathematics Teachers During Home-Based Teaching and Learning

Pengintegrasian Teknologi Dalam Kalangan Guru Matematik Semasa Pengajaran dan Pembelajaran di Rumah

Authors

  • Nurul Asnidah Ab Hajis Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Selangor, MALAYSIA
  • Roslinda Rosli Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Selangor, MALAYSIA
  • Muhammad Sofwan Mahmud Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Selangor, MALAYSIA
  • Lilia Halim Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Selangor, MALAYSIA
  • Aidah Abdul Karim Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Selangor, MALAYSIA

DOI:

https://doi.org/10.37134/jpsmm.vol12.1.4.2022

Keywords:

technology integration, home-based teaching and learning, teaching practices, mathematics, Covid-19

Abstract

The implementation of Home-Based Teaching and Learning (PdPR) is a new norm in the national education system. This qualitative study with a case study design aims to explore the practice of technology integration among mathematics teachers during the implementation of PdPR. A total of three secondary school mathematics teachers were selected as study participants using the purposive sampling technique. Semi-structured interviews were conducted to collect study data. Interview data were analyzed using the content analysis method with the help of ATLAS.ti 22. The results of the interviews showed that teachers have integrated technology in the teaching and learning of mathematics through various approaches, strategies, and digital applications during PdPR. Mathematics teachers also found that PdPR has given them a valuable new experience in the aspect of teaching despite facing various challenges in implementing it. Through this study, the integration of technology proved to be very helpful to mathematics teachers in implementing teaching and learning at home more effectively. Therefore, mathematics teachers are encouraged to attend professional development courses and workshops related to the use of technology to ensure the effectiveness of PdPR.

Downloads

Download data is not yet available.

References

Alabdulaziz, M. S. (2021). COVID-19 and the use of digital technology in mathematics education. Education and Information Technologies, 26(6), 7609–7633. https://doi.org/10.1007/s10639-021-10602-3

Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00359-2

Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behaviour and Emerging Technologies. http://doi.org/10.1002/hbe2.191

Barlovits, S., Jablonski, S., Lázaro, C., Ludwig, M., & Recio, T. (2021). Teaching from a distance math lessons during covid-19 in Germany and Spain. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080406

Burke, J. & Dempsey, M. (2020). Covid-19 practice in primary schools in Ireland Report.

April. https://doi.org/10.13140/RG.2.2.14091.03369

Cevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. ZDM - Mathematics Education, 52(7), 1291–1305. https://doi.org/10.1007/s11858-020-01191-5

Chirinda, B., Ndlovu, M., & Spangenberg, E. (2021). Teaching mathematics during the COVID-19 lockdown in a context of historical disadvantage. Education Sciences, 11(4). https://doi.org/10.3390/educsci11040177

Creswell, J. W. (2012). Educational Research (Planning, Conduction and Evaluating Quantitative and Qualitative Research) (4th Ed). Boston: Pearson.

Durff, L., & Carter, M. (2019). Overcoming Second-Order Barriers to Technology Integration in K–5 Schools. Journal of Educational Research and Practice, 9(1), 246– 260. https://doi.org/10.5590/jerap.2019.09.1.18

Fhloinn, E. N., & Fitzmaurice, O. (2021). Challenges and opportunities: Experiences of mathematics lecturers engaged in emergency remote teaching during the covid-19 pandemic. Mathematics, 9(18). https://doi.org/10.3390/math9182303

Gnanasagaran, D., & Amat @ Kamaruddin, A. H. (2019). The effectiveness of mobile learning in the teaching and learning of probability. Jurnal Pendidikan Sains dan Matematik Malaysia, 9(2), 9–15. https://doi.org/10.37134/jpsmm.vol9.2.2.2019

Hasmuddin, N.K. & Maat, S.M. (2020). Impak dan cabaran pelaksanaan e-pembelajaran matematik: Sorotan literatur bersistematik. Jurnal Dunia Pendidikan, 2(3), 188–201.

Hsu, Y. C. (2021). Exploring the effectiveness of two types of virtual reality headsets for teaching high school mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(8), 1–12. https://doi.org/10.29333/ejmste/10996

Ismail, H. (2019). Pengetahuan teknologi pedagogi isi kandungan, efikasi kendiri terhadap teknologi dan keinginan menggunakan teknologi bakal guru matematik sekolah rendah. Tesis Doktor Falsafah yang tidak diterbitkan, Universiti Kebangsaan Malaysia

Ismail, N. A., Abd Wahid, N., Norsuhada, D., & Hasan, M. (2019). Meningkatkan efikasi kendiri guru di Malaysia terhadap kecenderungan pembelajaran generasi Z dan Alpha. Journal of Management and Operation Research, 1(13), 1.

Kementerian Pendidikan Malaysia. (2020). Kajian keberkesanan pelaksanaan home-based learning semasa perintah kawalan pergerakan. Putrajaya: Bahagian Perancangan dan Penyelidikan Dasar Pendidikan

Kementerian Pendidikan Malaysia. (2021). Modul pengajaran dan pembelajaran di rumah versi 2. Diperoleh daripada https://www.moe.gov.my/pekeliling/4081-manualpengajaran-dan-pembelajaran-versi-2-2-feb-2021-1/file

Lipton, J. L. (2021). Teachers’ experiences with emergency remote teaching during the COVID-19 pandemic. Ph.D Dissertation. Wilkes University.

Marpa, E. P. (2021). Technology in the teaching of mathematics: An analysis of teachers’ attitudes during the COVID-19 pandemic. International Journal on Studies in Education (IJonSE), 3(2), 92-102.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications, Inc.

Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), 23–48.

Moldavan, A. M., Capraro, R. M., & Capraro, M. M. (2021). Navigating (and disrupting) the digital divide: Urban teachers’ perspectives on secondary mathematics instruction during COVID-19. Urban Review, 0123456789. https://doi.org/10.1007/s11256-02100611-4

Mulenga, E. M., & Marbán, J. M. (2020). Prospective teachers’ online learning mathematics activities in the age of COVID-19: A cluster analysis approach. Eurasia Journal of Mathematics, Science and Technology Education, 16(9). https://doi.org/10.29333/EJMSTE/8345

Mustaffa, F., Hassan, K. A., & Pit, S. (2021). Pelaksanaan pengajaran dan pemudahcaraan dalam talian pensyarah IPGK PM semasa pandemik COVID-19. Jurnal Dunia Pendidikan, 3(1), 465–474. http://myjms.mohe.gov.my/index.php/jdpd

National Council of Supervisors of Mathematics & National Council of Teachers of Mathematics. (2020, June). Moving forward: Mathematics learning in the era of COVID-19. Retrieved from https://www.nctm.org/Research-and-Advocacy/Moving-Forward---NCSM-and-NCTM-Joint Statement/

Ndungo, I. (2021). Exploring an Effective Approach of Teaching Mathematics During Covid-19 19 Pandemic. 9(3), 48–52. https://doi.org/10.5281/zenodo.4634557

Rodríguez-Muñiz, L. J., Burón, D., Aguilar-González, Á., & Muñiz-Rodríguez, L. (2021). Secondary mathematics teachers’ perception of their readiness for emergency remote teaching during the covid-19 pandemic: A case study. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050228

Tay, L. Y., Lee, S. S., & Ramachandran, K. (2021). Implementation of online home-based learning and students’ engagement during the COVID-19 pandemic: A case study of Singapore mathematics teachers. Asia-Pacific Education Researcher, 30(3), 299–310. https://doi.org/10.1007/s40299-021-00572-y

Thian, J. L., & Mohd Matore, M. E. @ E. (2021). The use of information and communication technology in the teaching and learning of mathematics: A systematic literature review. Jurnal Pendidikan Sains dan Matematik Malaysia, 11(1), 45–59. https://doi.org/10.37134/jpsmm.vol11.1.5.2021

UNESCO. (2020a). COVID-19 response-remote learning strategy. Retrieved from United Nations Educational, Scientific and Cultural Organization website: https://en.unesco.org/sites/default/files/unesco-covid-19-response-toolkit-remotelearning-strategy.pd

Viberg, O., Grönlund, Å., & Andersson, A. (2020). Integrating digital technology in mathematics education: a Swedish case study. Interactive Learning Environments, 0(0), 1–12. https://doi.org/10.1080/10494820.2020.1770801

Yılmaz, Z., Gülbağcı Dede, H., Sears, R., & Yıldız Nielsen, S. (2021). Are we all in this together? mathematics teachers’ perspectives on equity in remote instruction during pandemic. Educational Studies in Mathematics, 2019. https://doi.org/10.1007/s10649021-10060-1

Yin, R.K. (2009). Case Study Research: Design and Methods (4th ed.). Sage Publications, Inc.

Yunos, S., & Din, R. (2019). The Generation Z Readiness for Industrial Revolution 4.0. Creative Education, 10(12), 2993–3002. https://doi.org/10.4236/ce.2019.1012223

Zwart, D. P., Van Luit, J. E. H., Noroozi, O., Goei, S. L., & Cheng, M. (2017). The effects of digital learning material on students’ mathematics learning in vocational education. Cogent Education, 4(1), 1–10. https://doi.org/10.1080/2331186x.2017.1313581

Published

2022-05-26

How to Cite

Ab Hajis, N. A., Rosli, R., Mahmud, M. S., Halim, L., & Abdul Karim, A. (2022). Technology Integration Among Mathematics Teachers During Home-Based Teaching and Learning: Pengintegrasian Teknologi Dalam Kalangan Guru Matematik Semasa Pengajaran dan Pembelajaran di Rumah. Jurnal Pendidikan Sains Dan Matematik Malaysia, 12(1), 39–53. https://doi.org/10.37134/jpsmm.vol12.1.4.2022

Most read articles by the same author(s)

1 2 > >>