Teachers' Views on Digital Transformation Tools in Mathematics Education
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| Title: | Teachers' Views on Digital Transformation Tools in Mathematics Education |
|---|---|
| Language: | English |
| Authors: | Mohammad Ali Ghunaimat |
| Source: | Anatolian Journal of Education. 2026 11(1):1-20. |
| Availability: | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Mathematics Education, Mathematics Teachers, Teacher Attitudes, Technology Uses in Education, Educational Technology, Affordances, Barriers, Foreign Countries, Technology Integration, Public School Teachers |
| Geographic Terms: | Jordan |
| ISSN: | 2547-9652 |
| Abstract: | This research aims to conduct a descriptive study on mathematics teachers' perspectives on digital transformation in mathematics education at schools. It also explores its advantages, challenges, and recommendations. The researcher used a 21-item questionnaire, which was distributed to 243 male and female mathematics teachers teaching mathematics at the Irbid Education Directorate in Jordan. The results showed that the most prominent advantages of digital transformation tools, from the mathematics teachers' perspective, and to a high degree, were the enhancement of collaboration between students through collaborative activities, a clear improvement in students' understanding when using digital tools, and their contribution to enhancing their thinking skills. The most prominent challenges, from the mathematics teachers' perspective, and to a high degree, were the lack of training on digital tools and the difficulty of integrating them into school mathematics curricula. The mathematics teachers offered their recommendations in this regard, including the need to provide an integrated infrastructure for integrating digital transformation tools and the need to provide periodic training on their use. The results showed no differences in mathematics teachers' response averages attributable to academic qualifications. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504099 |
| Database: | ERIC |
| Abstract: | This research aims to conduct a descriptive study on mathematics teachers' perspectives on digital transformation in mathematics education at schools. It also explores its advantages, challenges, and recommendations. The researcher used a 21-item questionnaire, which was distributed to 243 male and female mathematics teachers teaching mathematics at the Irbid Education Directorate in Jordan. The results showed that the most prominent advantages of digital transformation tools, from the mathematics teachers' perspective, and to a high degree, were the enhancement of collaboration between students through collaborative activities, a clear improvement in students' understanding when using digital tools, and their contribution to enhancing their thinking skills. The most prominent challenges, from the mathematics teachers' perspective, and to a high degree, were the lack of training on digital tools and the difficulty of integrating them into school mathematics curricula. The mathematics teachers offered their recommendations in this regard, including the need to provide an integrated infrastructure for integrating digital transformation tools and the need to provide periodic training on their use. The results showed no differences in mathematics teachers' response averages attributable to academic qualifications. |
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| ISSN: | 2547-9652 |
