Practices of ICT in Teaching and Learning Mathematics

Abstract

This study explores community and institutional teachers and students’ practices of ICT tools in teaching and learning Mathematics. The data were collected by administrating questionnaire to 46 Mathematics teachers of secondary schools and 146 students from 15 community and 8 institutional secondary schools of Okhaldhunga district using stratified random sampling method. To identify practices of Mathematics teachers and students in the use of ICT tools, five-point rating scale questionnaires were prepared on social media, online resources, mobile application and mathematical software. The data were tabulated and analyzed by using SPSS software version 21.0 to get the value of statistics chi-square test, percentage, mean and standard deviation and t- test. It was found that community and institutional secondary school’s Mathematics teachers have no significant differences in practices of ICT tools in teaching and learning Mathematics whereas community and institutional secondary schools’ students were found using more ICT tools than institutional school students so they have significance difference practices of ICT tools in learning Mathematics.