Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)
Mailizar Mailizar 1 * , Lianghuo Fan 2 3
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1 Mathematics Education Department, Universitas Syiah Kuala, Banda Aceh, INDONESIA2 Asian Centre for Mathematics Education, East China Normal University, Shanghai, CHINA3 Southampton Education School, University of Southampton, Southampton, UK* Corresponding Author

Abstract

This study aimed to examine mathematics teachers’ integration of Mathematics Analysis Software (MAS) in the teaching of mathematics at upper secondary school classrooms. It employed a qualitative approach with classroom observations and interviews for the data collection. The study was carried out in Indonesia, and the participants were ten mathematics teachers from ten secondary schools. The finding suggested that the participants failed to take advantage of pedagogical opportunities to digital technology in facilitating students’ knowledge construction. In addition, this study revealed that the instructional practices with technology at classroom and subject levels were closely related to the type of tasks they set in their lessons. Moreover, the findings indicate that it is important for mathematics teachers to set technology-rich mathematics tasks for students to fully capitalized pedagogical opportunities of Mathematics Analysis Software.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2021, Volume 16, Issue 1, Article No: em0618

https://doi.org/10.29333/iejme/9293

Publication date: 29 Nov 2020

Article Views: 2280

Article Downloads: 1267

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