Practices of ICT Tools in Teaching Mathematics
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Department of Mathematics Education
Abstract
The study entitled “Practices of ICT tools in teaching mathematics “aims to
examine the use of ICT tools in teaching mathematics and identify teacher's practices
ICT tools in teaching mathematics. The data were collected by questionnaire to 152
teachers from 50 schools of Kathmandu district. The respondents were selected by
simple random sampling method. The survey design was conducted to achieve the
objectives of the study. The score of 1,2,3,4,5 were used to the skill in favor of
always, frequently , sometime, rarely and never these five points of Likert scale was
adopted were asked to indicator their options with tick (..) mark.The statistical
toolsMann-Whitney u test were used to find out significance difference between mean
scores of teachers the use of ICT in teaching mathematics. The collected data was
tabulated and analyzed by using SPSS software version 21.0 to get the value of
statistics percentage, mean and standard deviation for objective first and second
respectively.
By analyzing and interpretation of obtained data, the researcher found that
maximum teachers do not used ICT tools regularly in the mathematics classroom.
More than one fourth percentage of teacher using ICT in daily whenever required
and that percentage is very poor in maximum ICT tools which indicates that
maximum of them are poorly using it in their daily activities in school. It is conclude
that there is no significant difference in the use of ICT tools between private and
public schools, male and female age groups, teaching experiences, job position and
ICT using experience. This study also shows that maximum secondary school’s
mathematics teacher has minimum practices in ICT tools.