Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)

Mailizar Mailizar; Lianghuo Fan

doi:10.29333/iejme/9293

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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.

Keywords

mathematical analysis software
technology in mathematics education
teacher instructional practice
digital technology in mathematics teaching

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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: 2302

Article Downloads: 1278

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Mailizar, M., & Fan, L. (2021). Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS). International Electronic Journal of Mathematics Education, 16(1), em0618. https://doi.org/10.29333/iejme/9293

Vancouver

Mailizar M, Fan L. Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS). INT ELECT J MATH ED. 2021;16(1):em0618. https://doi.org/10.29333/iejme/9293

AMA

Mailizar M, Fan L. Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS). INT ELECT J MATH ED. 2021;16(1), em0618. https://doi.org/10.29333/iejme/9293

Chicago

Mailizar, Mailizar, and Lianghuo Fan. "Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)". International Electronic Journal of Mathematics Education 2021 16 no. 1 (2021): em0618. https://doi.org/10.29333/iejme/9293

Harvard

Mailizar, M., and Fan, L. (2021). Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS). International Electronic Journal of Mathematics Education, 16(1), em0618. https://doi.org/10.29333/iejme/9293

MLA

Mailizar, Mailizar et al. "Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)". International Electronic Journal of Mathematics Education, vol. 16, no. 1, 2021, em0618. https://doi.org/10.29333/iejme/9293