Practices of Information and Communication Technology (ICT) in Mathematics Teaching

Abstract

Practices of Information and Communication Technology (ICT) in Practices of ICT in…. / viii Mathematics Teaching are an emerging field of mathematics education in Nepalese scenario. The main objectives of this study were to explore the present ICT practices in secondary school, the challenges encountered by teachers in ICT enabled pedagogy, and also to cope the challenges for promoting ICT integrated teaching in schools. This study was based on case study design of qualitative research. This study was based on a school of Lalitpur district. Two mathematics teachers who used ICT enabled pedagogy and eight students from Shree Magar Gaun Secondary School, were selected purposively. I used interview, focus group discussion, and document analysis as techniques for data collection. This study was on the basis of Vygotsky’s social constructivism. Analyzing and interpretation of data using Thomas (2006) general inductive approach, I found that ICT enabled pedagogy supports students for conceptual learning and allows visualization of mathematical concepts which helps students to link mathematical concepts in real life situation. Inadequate presence of ICT infrastructure, geographical intricacy cause problems to electricity, poor connection of internet, less technical supports, less opportunity of ICT related trainings, not enough leisure time in school, not inclusion of ICT in curriculum of mathematics challenged in ICT enabled pedagogy. ICT integrated pedagogy should be promoted for flexible lifelong learning, to enhance learning engagement, to promote reflective learning & knowledge creation. Finally, it was concluded that from the policy level, the use of ICT should be promoted for improving qualitative achievement in mathematics.