Challenges Faced by Mathematics Teachers in Using ICT in Teaching Mathematics

Abstract

The present study “Challenges faced by Mathematics Teachers in Using ICT in Teaching Mathematics” is carried out to identify the challenges faced by mathematics teachers in using ICT in teaching mathematics and to explore the possible solution to the challenges faced by teachers in using ICT in teaching mathematics. The sequential explanatory research design was adopted to conduct this study. Fifteen secondary schools of Kalaiya Sub Metropolitan, Bara were selected for sample by stratified random sampling method. Among fifteen schools, five schools were selected from rural area and ten schools were selected from urban area. Questionnaire, interview guidelines and class observation checklist were used as tools to collect necessary data. To gather information, thirty secondary level mathematics teachers were selected for questionnaire with two teachers from each sampled school by random sampling method. Out of them, five principal for interview and five teachers selected according random sampling method. The researcher used mean weightage as a statistical tool for analysis and interpretation of data collected from questionnaire. The result further authenticated by qualitative data obtained by interview and class observation. After analysis of data, researcher found that teachers were facing challenges such as lack of ICT’s equipment and strong internet connection, lake of administrative support, lake of appropriate time, lack of separate ICT math lab, lack of technical support, lack of ICT based training, lack of software relevant to mathematical curriculum content, heavy work load and negative attitude of teacher toward use of ICT. This study recommends that both government and non-government organization should help to facilitate skilled manpower, stabilized electricity supply, hardware resources and software resources to enhance to use of ICT in government schools need to establish ICTs math lab with strong internet. And relevant stakeholders such as Ministry of Education (MOE), relevant authorities, the Rectors of the school and the mathematics teachers themselves can consider concrete mitigating steps to overcome those challenges.