Presentation, National Conference on Mathematics Education organized by NCERT, RIE Bhopal, MP, India, on 20th - 22nd December 2020

1. A study on “Role of ICT in
Learning and Teaching
with respect to
MATHEMATICS EDUCATION”
Dr. C.V. Suresh Babu, Professor, Sathyasai B.Ed. College, Chennai, TN, India, dr.c.v.suresh.babu@gmail.com
S. Deepika, M.Ed. Student, Sathyasai B.Ed. College, Chennai, TN, India, sarveshrenu812@gmail.com

2. ABSTRACT
This paper will try to discuss about the ICT quality in school education
with respect to mathematical teaching and learning in schools. This study
identifies the interest among students and find the causes for the changes
in their structure of learning. Students use to attend various activity to
show their involvement. The study also reveals the contribution rendered
by ICT in improving the quality of education.

3. 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. 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.

4. TEACHER PERSPECTIVE
◦ There are extensive reasons why every teacher should use ICT tools in the
math's class. Such reasons in terms of use are universal and span across
the curriculum.
◦ To ensuring the facilities of Quality in Mathematics.

5. STUDENT 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 applications help the student to visualize and experience the associated
processes through interactive changes that favors the exploration of all
possibilities.
◦ ICT resources are programming environments that develop language and
mathematical thinking among learners and educators and also encourage the
ability to solve problems.

6. 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.

7. OBJECTIVE
PRIMARY
◦ To study the effective ICT practices in mathematics teaching and learning done in
various institutions across globally.
SECONDARY
◦ To improve the learning skills among students.
◦ To develop critical and innovative thinking.
◦ Frequently handling of technical tools.
◦ Fun based mathematical activities.

8. ◦ ICT is the teaching of mathematics helps the students to create and interact. (Keong et al.,
2005; Neurath & Stephens, 2006).
◦ 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).
◦ 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).
◦ The application of technologies such as the internet further facilitates students’ self-
exploration (Keong et al., 2005; Ramli et al., 2006).
LITERATURE REVIEW

9. ◦ The information technology can also develop students’ interest and involvement towards
mathematics. (Keong et al., 2005; Neurath& Stephens, 2006).
◦ 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).
◦ 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)
LITERATURE REVIEW

10. ◦ When integrating ICT into their teaching the limited time in the classroom has
become the main factor for educators. (Keong et al., 2005).
◦ 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).
LITERATURE REVIEW Cont…

11. ◦ 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 students potential in preparing for twenty first century life. (Ghavifekr
et al., 2012).
◦ The strategies should be well thought by the educators to implement more interaction
among students. (Drew, 2011).
◦ Educators can also utilise the Google apps for teaching and learning in mathematics.
(Suzana & Khalid, 2014).
LITERATURE REVIEW Cont…

12. 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.

13. SUGGESTION
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.

14. SUGGESTION cont..
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.

15. 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
SOFTWARE TOOL
These apps and activities could be used in whole class, small group with independent work
scenarios. The various applicability of these applications are summarized in following Table:

16. 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

17. 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

18. 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.