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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
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  Data: Teachers' Views on Digital Transformation Tools in Mathematics Education
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  Data: <searchLink fieldCode="SO" term="%22Anatolian+Journal+of+Education%22"><i>Anatolian Journal of Education</i></searchLink>. 2026 11(1):1-20.
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  Data: Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
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  Data: 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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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Technology Uses in Education
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