In-service mathematics teachers' beliefs and instructional practices in integrating ICTs into teaching: A systematic review.
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| Title: | In-service mathematics teachers' beliefs and instructional practices in integrating ICTs into teaching: A systematic review. |
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| Authors: | Duong, Huu Tong1, Tang, Minh Dung2 dungtm@hcmue.edu.vn, Vo, Xuan Mai3, Nguyen, Tien-Trung4, Kholid, Muhammad Noor5, Hoang, Nga Thi6, Bui, Phuong Uyen1, Le, Minh Triet Viet1 |
| Source: | Contemporary Educational Technology. Oct2025, Vol. 17 Issue 4, p1-24. 24p. |
| Subject Terms: | *Mathematics education, *Teaching methods, *Digital learning, *Professional education, *Teacher attitudes, *Effective teaching, *In-service training of teachers |
| 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 showsMany 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 showsthat 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190739389 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: In-service mathematics teachers' beliefs and instructional practices in integrating ICTs into teaching: A systematic review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Duong%2C+Huu+Tong%22">Duong, Huu Tong</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Tang%2C+Minh+Dung%22">Tang, Minh Dung</searchLink><relatesTo>2</relatesTo><i> dungtm@hcmue.edu.vn</i><br /><searchLink fieldCode="AR" term="%22Vo%2C+Xuan+Mai%22">Vo, Xuan Mai</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Nguyen%2C+Tien-Trung%22">Nguyen, Tien-Trung</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Kholid%2C+Muhammad+Noor%22">Kholid, Muhammad Noor</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Hoang%2C+Nga+Thi%22">Hoang, Nga Thi</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Bui%2C+Phuong+Uyen%22">Bui, Phuong Uyen</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Le%2C+Minh+Triet+Viet%22">Le, Minh Triet Viet</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Technology%22">Contemporary Educational Technology</searchLink>. Oct2025, Vol. 17 Issue 4, p1-24. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22In-service+training+of+teachers%22">In-service training of teachers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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 showsMany 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 showsthat 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190739389 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30935/cedtech/17321 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Digital learning Type: general – SubjectFull: Professional education Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: In-service training of teachers Type: general Titles: – TitleFull: In-service mathematics teachers' beliefs and instructional practices in integrating ICTs into teaching: A systematic review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Duong, Huu Tong – PersonEntity: Name: NameFull: Tang, Minh Dung – PersonEntity: Name: NameFull: Vo, Xuan Mai – PersonEntity: Name: NameFull: Nguyen, Tien-Trung – PersonEntity: Name: NameFull: Kholid, Muhammad Noor – PersonEntity: Name: NameFull: Hoang, Nga Thi – PersonEntity: Name: NameFull: Bui, Phuong Uyen – PersonEntity: Name: NameFull: Le, Minh Triet Viet IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1309517X Numbering: – Type: volume Value: 17 – Type: issue Value: 4 Titles: – TitleFull: Contemporary Educational Technology Type: main |
| ResultId | 1 |
