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RESEARCH PAPER
Chinese mathematics teachers’ use of digital technologies for instruction: A survey study
1
Department of Curriculum and Instruction, Pennsylvania State University, University Park, PA, USA
2
Faculty of Education, Tianjin Normal University, Tianjin, CHINA
Publication date: 2022-07-02
EURASIA J. Math., Sci Tech. Ed 2022;18(8):em2135
KEYWORDS
ABSTRACT
The rapid development of education informatization provides more and more K-12 Chinese
mathematics classrooms access to digital technologies. As a result, it is important to understand
Chinese mathematics teachers’ practices of technology integration in order to better support
them. A questionnaire containing close and Likert-scale questions was distributed to 1,083
Chinese mathematics teachers to understand their usage of a list of commonly available
technologies and demographic factors related to their technology usage. Results from the survey
showed that search engines, self-accumulated digital resources, courseware, and smartboard were
frequently used by the majority of participants. Other commonly available technologies were only
frequently used by less than half of the participants. In lesson preparation the majority of
participants used technologies to download resources, make courseware, and search for
practicing problems. Most participants used technologies to motivate students and present
knowledge and information during classroom instruction. The impact of age, grade levels, years
of teaching with technology, and teacher beliefs on the participants’ technology usage was also
analyzed. Implications of the findings from this study were discussed.
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