| Title: |
In-Service Mathematics Teachers' Beliefs and Instructional Practices in Integrating ICTs into Teaching: A Systematic Review |
| Language: |
English |
| Authors: |
Huu Tong Duong (ORCID 0000-0002-4522-9760); Minh Dung Tang (ORCID 0000-0001-5401-1395); Xuan Mai Vo (ORCID 0009-0006-1972-3999); Tien-Trung Nguyen (ORCID 0000-0002-3320-8962); Muhammad Noor Kholid (ORCID 0000-0002-7215-3239); Nga Thi Hoang (ORCID 0009-0009-4664-6054); Phuong Uyen Bui (ORCID 0000-0002-8098-3398); Minh Triet Viet Le (ORCID 0000-0002-3949-2618) |
| Source: |
Contemporary Educational Technology. 2025 17(4):598. |
| Availability: |
Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Information Analyses |
| Descriptors: |
Mathematics Teachers; Teacher Attitudes; Beliefs; Mathematics Instruction; Teaching Methods; Technology Uses in Education; Technology Integration; Information Technology; Positive Attitudes; Student Centered Learning; Technological Literacy; Teaching Skills; Classroom Techniques; Correlation; Faculty Development |
| Abstract: |
Many studies have been conducted on in-service mathematics teachers' beliefs and instructional practices regarding integrating information and communication technologies (ICTs) into teaching. This systematic review study investigates in-service mathematics teachers' beliefs, instructional practices, and the relationship between them in integrating ICTs into their instruction. Based on the systematic review methodology and the guidelines for preferred reporting items for systematic reviews and meta-analyses, with descriptive statistics and qualitative analysis data processing methods, 15 studies published from 2014 to 2023 were selected to perform the analysis. These results indicate that many studies show teachers' positive beliefs about ICTs, including their ability to facilitate teaching and learning, improve students' understanding, and promote student-centered learning. At the same time, teachers use multiple forms of technological tools in many different teaching activities. However, difficulties in practice, from teachers' technological skills and knowledge to pedagogical skills in classroom management, are also analyzed from selected studies. Furthermore, this study shows that the conclusions about a correlation between beliefs and instructional practices in integrating ICTs into teaching in previous studies are relatively diverse. From these results, the study offers recommendations to stakeholders on professional development for in-service mathematics teachers, indicates its limits, and identifies potential future research areas. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1488915 |
| Database: |
ERIC |