International Conference on Integration of STEAM in School Education organized by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021

1. International Conference on Integration of STEAM in School Education
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The Paradigm shift from Traditional Learning to Digital
Learning in Mathematics
Dr. C.V. Suresh Babu1
, S. Deepika2
1
Professor, Sathyasai B.Ed. College, Chennai, TN, India
dr.c.v.suresh.babu@gmail.com
2
M.Ed. Student, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
sarveshrenu812@gmail.com
Abstract – This paper will presents the design of an empirical study on the impact
of the ICT in school education with respect to mathematical teaching and
learning. This proposed study will try identify the interest among students and
find the causes for the changes in their structure of learning. During this COVID-
19 period, students used to attend various activity to show their involvement.
The study also attempt to reveal the various contribution rendered by current ICT
tools in improving the quality of education.
KEYWORDS: Apps, ICT, Integrated learning, Pedagogy, Technology,
1 Introduction
The incorporation of ICT in education supported by the large amount of online educational
tools, the exchange of knowledge, and the connections among education communities. The
education eliminates certain space-time barriers in the teaching-learning process and enables the
implementation of active methodologies. ICT facilitates participation among all agents of the
education. It is designed to meet anticipated learners of Mathematics in many parts of the world.
It is mandatory to analyses, search, and differentiate against the relevant data to its
resolution. The use of sufficient technology, allows the discrimination of more relevant data.
Mathematical skills reinforced by Technology and its importance have different teacher and
student views:
Teacher Perspective:
 There are extensive reasons why every teacher should use ICT tools in the maths class. Such
reasons in terms of use are universal and span across the curriculum.
 To ensuring the facilities of Quality in Mathematics.
Students Perspective:
 ICT has a lot to offer students as many researches shows that with Technology-based
activities students are more likely to experiment and take risks than without ICT.
Effective technology can even promote student’s innovative skills and allow creating and
manipulating their own presentations. For their part, dynamic geometry’s applications help the
student to visualize and experience the associated processes through interactive changes that
favour the exploration of all possibilities. ICT resources are programming environments that

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develop language and mathematical thinking among learners and educators and also encourage the
ability to solve problems.
2 Rationale background
Today, ICT are been used in schools as a separate entity, instead, schools must have an
integrating ICT into the learning and teaching processes particularly in Mathematics for effective
understanding.
Primary Objective:
 To study the effective ICT practices in mathematics teaching and learning done in various
institutions across globally.
Secondary Objective:
 To improve the learning skills among students.
 To develop critical and innovative thinking.
 Frequently handling of technical tools.
 Fun based mathematical activities. .
3 Literature Review
The literature review shows that ICT is the teaching of mathematics helps the students to create
and interact. (Keong et al., 2005; Neurath & Stephens, 2006). A series of recent studies has
indicated that the use of technological devices such as graphing calculators encourages interaction
among students to share their knowledge and skills, to present their work with the aid of a
projector, a screen and a laser pen. (Condie & Munro, 2007; Keong et al., 2005) This paper with
a short review of the literature regarding the communication that occurred among students through
the application of technology during the learning process promoted knowledge and information-
sharing (Condie & Munro, 2007; Keong et al., 2005). Some authors have also suggested that the
application of technologies such as the internet further facilitates students’ self-exploration (Keong
et al., 2005; Ramli et al., 2006).The information technology can also develop students’ interest and
involvement towards mathematics. (Keong et al., 2005; Neurath& Stephens, 2006). A large
number of existing studies in the broader literature have examined, Microsoft Excel in learning
Algebra can change students view point towards Algebra. (Hanim & Hairulniza, 2002; Norazrena
& Khairul Anuar, 2011). The computer software developed students to identify their mistakes and
make corrections (Ghavifekr et al., 2012). A more comprehensive description can be found in ICT
technology encourage the students to think and solve Mathematical problems. (Condie & Munro,
2007; Keong et al., 2005). Insufficient training and reduced teaching time in the classroom.
(Afolake & Shittu, 2005; Keong et al., 2005). When integrating ICT into their teaching the limited
time in the classroom has become the main factor for educators. (Keong et al., 2005) It was
reported in literature that 55.6% of Educators analyse the time limitation in the teaching schedule
to use ICT facilities. (Rohani, 2011). 40.8% of insufficient training of teaching in Mathematical
curriculum. (Abramovich, 2014; Afolake& Shittu, 2005).78.4% of students do not have best access
to the required technology to facilitate virtually. (Keong et al., 2005; Ruthven et al., 2009). 76.3%
recognised the factor of integrating ICT into learning and teaching process. (Afolake & Shittu,
2005; Palmer, 2003). The technologies have a favourable impact for Educators and students.
(Rafiza & Maryam, 2013). ICT proven that student’s potential in preparing for twenty first century
life. (Ghavifekr et al., 2012). This has been used in several studies to assess that the strategies

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should be well thought by the educators to implement more interaction among students. (Drew,
2011). This was successfully established and described that Educators can also utilise the Google
apps for teaching and learning in mathematics. (Suzana & Khalid, 2014).
4 Research Design
4.1. Research Hypothesis
 Null Hypothesis: There is no significant change in teaching with ICT for secondary
education. Learners and educators are well trained in their own technology.
 Alternative Hypothesis: The frequency of the use of ICT in secondary education depends
up on the length of teaching and learning practice.
 H1: Using of ICT has an impact on education improvement of secondary school students.
 H2: Using of ICT has an impact to increase the motivation among secondary students.
 H3: Using of ICT students are requested to frame own question-making skills in secondary
education.
4.2. Research questions:
1. Does the length of teaching of the teacher at the secondary schools influence the use of
ICT?
2. Is there any gaps between the learners and educators?
3. With the use of ICT the educational level stay same or increase or decrease?
4. Does the teacher skill set like subject or availability on the usage of ICT?
5 Technology driven modules
Recent ICT provides free online modules to help students to learn and explore mathematics.
Each tool is based on animated video involving interactive learning systems such as discussing
mathematics in real life situations and students can also undertake various activities and tests to
exhibit their knowledge and problem solving skills.
6 Preliminary Findings
The impact of ICT on the educational improvement shows that there is no meaningful difference
between using of ICT in educational of boy and girl students in term of gender.
7 Suggestions
The following are recent apps which can enhance learning math
1. Visual Math: KickBox and KickBox Litea math game created by MIND Research Institute
and inspired by its penguin Jiji helps students learn key math concepts visually..
2. Numbers: Students can walk through math problems to learn numbers, geometry,
Measurement and more.
3. Geometry: Geometrical concepts with 3D images and shapes.
4. Algebra: (HMH Fuse: Algebra), this app brings an Algebra 1 textbook to life with interactive
graphs, tools and equations. Quizzes and more are to engage students in math learning.
5. Algebra: Interactive workbook with variety of worksheets that include show me support
videos.

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6. Calculus: (Video Calculus) Similar to the Khan Academy videos, this app gives you more
than 2 hours’ of free calculus instruction through its videos. It also includes 15 free featured
lessons.
7. Probability & Statistics: (Statistics 1 for iPad). This statistics app, priced at $4.99, provides
students with interactive tutorials, lessons and quizzes to learn statistics
8. Applying Math: (Rocket Math) In this app, students complete math problems in order to build
their own rockets.
9. Applying Math: (SpaceTime for iPad or MathStudio). 2D and 3D diagrams are using by a
students in graphic calculator. It’s definitely worth checking out.
10. Math Game: (MathBlasterHyperBlast) Students are big fans of fun learning. It’s brightly
colored, fast-paced and engaging with 30 math lessons.
These apps and activities could be used in whole class, small group with independent work
scenarios. The various applicability of these applications are summarised in Table 1:
Table 1: Applications applicability
APPLICATION PRIMARY MIDDLE SECONDARY
VISUAL MATH Yes Yes
NUMBERS Yes Yes Yes
GEOMETRY Yes Yes
CALCULUS Yes
PROBABILITY Yes Yes
APPLYING
MATH
Yes Yes Yes
MATH GAME Yes Yes Yes
8 Benefits for Teachers and Students
 It’s a new model of knowledge sharing to the students with variety of tools to learn
effectively at their own pace.
 For example: using GOOGLE FORM allows Teachers to quickly create test and submit the
Students response immediately.
 Teachers and Students can access a variety of modern teaching and learning tools.
 Online attendance, Class recordings creates more accountability for learners and Educators.
9 Scope for Further Research
This study we identified following scope for research areas:
1. Current Issues and Trends in Mathematics Education
2. Technological Pedagogical Content Knowledge
3. Concepts and Principles of Integrating ICT in Mathematics Classroom
4. Building Manipulative-Interactive Media with Application
5. Exploring Three Dimensional Space with Application
6. Building Digital Activity with Application
7. Game for Mathematics Teaching
8. Digital Math Environment
9. Assessment in Mathematics Learning using ICT

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10 Conclusion
Current COVID-19 pandemic have given new ways of Teaching and Learning processes,
the role of ICT have completely transformed from the traditional technologies to new generation
tools. Students get more involved when their classes blended with technologies. It’s clearly seen
that, effective use of ICT tools enhances teaching of Mathematics and improves students’
involvement.
11 Acknowledgment
We thank all our Faculty members, Math’s Educators of various schools in Chennai and our
students and other anonymous reviewers for their valuable comments on our draft paper.
12 Disclosure statement
No potential conflict of interest was reported by the authors.
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