Digital content development and their uses in secondary mathematics classroom

Abstract

Digital content in mathematics classrooms has significantly increased in the last few decades. This study aims to explore the existing situation of mathematics teaching and learning using digital content and the integration of pedagogical approaches in secondary mathematics multimedia classrooms (MMCs). A comprehensive review of past and existing training manuals was conducted to inform the study design. This was combined with the findings from the five selected mathematics teachers’ interviews with the insights gathered from three mathematics teacher educators’ interviews to gain a deeper understanding of the trained teachers’ conceptions of digital content in mathematics classrooms. A qualitative case study approach was used to facilitate an in-depth exploration and investigation of this topic. This methodology allowed for a rich and nuanced understanding of the complex issues surrounding the integration of digital content in mathematics teaching-learning. Five trained mathematics teachers from five schools were selected using maximal variation techniques to ensure a diverse range of backgrounds. The selection criteria included factors such as training received (national and international ICT training, length of digital content development training), experience, gender, type of school, and location. Eighty students from these five schools were also chosen to participate in the focus group discussions (FGD). The existing multimedia mathematics classroom activities in these five schools were observed and recorded on video, that being facilitated by the five trained mathematics teachers. Field notes were made while paying close attention to listening to the recorded audio and video materials. The researcher then translated and transcribed the audio and video data, and analyzed the connections between the teachers’ pre lesson interviews and subsequent lessons to gain insights into how they utilized digital content. To achieve a more comprehensive understanding of the topic, a triangulation design was used to integrate data from three sources: lesson observations, teachers’ post-lesson interviews, and students’ focus group discussions. This triangulation approach allowed the researcher to explore the thinking of both teachers and students on various aspects of learning mathematics with digital XVII content in the classroom, including their perspectives on the benefits, challenges, and effective use of digital tools. The findings of the study revealed that although teachers were capable of creating digital content, they faced challenges in integrating pedagogy in a way that fostered creative and innovative learning experiences for their students. The trained mathematics teachers believed that digital content kept students engaged and attentive through visual elements like images, animations, and videos. However, they were not aware of the importance of integrating pedagogy. It was noted that the training manuals did not include sessions about in-depth learning and practice of the pedagogy integration using digital content, and it can be inferred that the mathematics classes followed a traditional lecture method using digital content in the form of PowerPoint presentations. The mathematical tasks or activities in lessons that incorporated digital content were often found to be lacking in challenge and diversity, failing to provide opportunities for students to engage in creative and innovative thinking. Additionally, there was no supportive physical space or effective technology infrastructure in the classroom, and the students did not benefit from the multimedia classroom’s use of digital content in terms of problem-solving, conceptual development, and critical thinking in mathematics. The recommendations necessitate redesigning the training programs for mathematics teachers to include mathematical digital content and various software with a strong pedagogical alignment. The findings of the study might be helpful to policymakers in focusing on supportive physical space in the classrooms and student-centered technology infrastructure and modifying the mathematics curriculum by integrating mathematical ICT resources along with diversified and challenging mathematical tasks for effective mathematics teaching and learning.