Role of ICT for Better Mathematics Teaching

 Introduction

 

The study is especially crucial in Teacher-Training Colleges because it presents a period of preparation for the students’ future courses before making decisions about the student less scientifically or scientifically that mathematics is essential and even essential. Mathematics as a science-based course or discipline is known as a queen of all subjects. Sometimes the teacher of mathematics does not have sufficient knowledge, but it is necessary to read into concepts that contradict what the theory of mathematics says or implies. However, mathematics is a unique subject, which encourages the acquisition of specialized science skills and knowledge, which explains the natural phenomena of life in society. It is something that grows in civilization as the quantity demand of people increases. It originated from a practical problem, and the men needed to solve these problems. It has contributed to the development of civilization and other disciplines and the development of culture. Despite the abstract nature of mathematics, its teaching is the scientific thinking among students; A mental set that requires students to take the exam through tests. Globalization and technological change have created a new global economy driven by technology, data-driven, and knowledge-driven (Tinio, 2009). It has been proposed that the development of ICT has become a vital issue to meet the needs of the education system (Chao, 2015). ICT is a tool that supports the learning process and holds the promise of new solutions to all the challenges that education is facing (Oduma & Ile, 2014). Jef Peeraer (2005) highlighting the factors affecting the integration of ICT into teaching practice in Vietnam’s higher education teachers (Jef Peeraer, 2005).

Use of ICTs in Mathematics Teaching and Learning in School.

The teachers of the school are urgently guided. In this case, the important thing is that if the trained teachers are taught to connect with ICT in mathematics, they will be able to apply it in future school courses. As illustrated, various mathematical images of geometry can be presented to the students using a projector. The use of ICT in two-dimensional and three-dimensional imagery will give an obvious idea to the students. With the help of the Internet, new information and data are always available to the students. With different theories of trigonometry, it is possible to make ICT dependent on practical applications. Self-Regulated students are aware of their academic strengths and weaknesses and are well versed in the strategies they use to address the day-to-day challenges of academic work (Dweck & Leggett, 1988).

Challenges in Learning both Mathematics Content and Computer Technology.

 Difficulties in using ICT and math software are related to the weakness of any mathematics teacher’s knowledge of what technology is available and how to use them when learning math. Mathematics teachers will have to take considerable challenges in both math content and computer technology.

Environment Factors Affecting Students' Learning towards Mathematics.

 Multiple studies have attempted to explain the impact of mathematics education on a variety of factors. Recently, many researchers have demonstrated that students’ learning is influenced by elements of their learning environment such as course curriculum, teacher support, assessment methodology, parenting influence, teaching facilities, and so on. The concept of function concept in mathematics plays a vital role in the learning of students and affects the whole mathematics curriculum, and students of all grades have learned the function concept that through formal perspectives, standards of relevance, materials understanding/ learning standards, etc. 

Students’ Factors towards Mathematics Learning.

 According to many, students’ factors with environmental factors can affect their mathematics learning effectiveness. Studies show that teaching methods in mathematics should be developed in terms of students’ reasons. The students’ attitude towards mathematics is the main factor influencing the learning outcomes of mathematics.

The Use of ICT in the Mathematics Classroom.

 

The use of ICT in the mathematics classroom has primarily held of particular concern to mathematics educators. Some examples of the use of ICT in maths are portable, graphic calculators, computerized graphing, specialized software, spreadsheets, and databases, etc. By using ICT as a tool for learning, those teachers can maximize the impact of ICT in mathematics education. Students are taught to work in collaborative groups or apply the problem-solving process when using a computer to solve a problem, and then ICT is involved in developing the solution. Higher-order thinking of math students consists of the transformation of information and concepts. This transformation occurs when students combine information ideas, synthesize, generate, interpret, estimate, or reach a conclusion or interpretation. Managing data and thoughts through these processes enable students to solve problems, gain understanding, and discover new meaning. ICTs are the most powerful when used as a tool for problem-solving, conceptual development, and critical thinking in mathematics. Using ICT as a tool, students spend productive time developing strategies for solving complex problems and develop a deep understanding of the various mathematics topics.

Mathematics & ICT

 Students can use ICT as a tool to perform calculations, draw graphs, and help solve problems. The most obvious example of using ICT in this way is when students use a calculator or something like that to perform more challenging numbers. However, spreadsheets, computer algebra systems, or graphical calculators can be used to solve problems by tests and improvement or retrieval methods. Students of mathematics can use graphical calculators or graph plotters instead of algebra to graphically solve an equation.

 Students can smoothly perform a statistical analysis of the data they collect using the extensive statistical features of the graphical calculator. Creating an image in a dynamic geometry package can help a student understand, solve, and then prove a geometric problem. When students use ICT as a tool to help them search things out, solve problems, or understand what’s going on, it often helps them develop their skills in the use and application of mathematics. ICT can be an extensive and efficient tool, but students need to learn the technical skills they need if they are to use the opportunities provided to them constructively and efficiently.

For Example

 1. By using a calculator or spreadsheet for a straightforward, single Calculation. 

 2. The graphical calculator helps us to draw a graph when a sketch would be more appropriate.

 3. To solve the quadratic equations like as X2+X=20 by using a spreadsheet or graphical calculator.

 4. General geometric & trigonometric applications:

 5. Drawing a triangle, cube, etc.

 6. Measure a distance in real life. 

 7. I am using excel tools.

Figure 1 The picture above shows the height of a tree in daily life and the diagram of the triangle cube, and its calculation is defined, and another image shows the use of Excel.

Use of ICT in Various Areas of Mathematics.

 ICT can be used advantageously in most areas of mathematics, but the following regions particularly benefit from the opportunities it offers.

 1. Applying mathematics and solving problems.

 2. Position value, order, and rounding.

 3. Equations, formulae, and identities.

 4. Sequences, functions, and graphs.

 5. Geometrical argumentation: lines, angles, and shapes.

 6. Transformations. 

 7. Coordinates. (coordinate-geometric)

 8. Construction and loci.

 9. I am handling data.

 10. Probability.

 11. Statistical applications and so on. 

Use of ICT Tools in Mathematics.

 Maxima is an algebra solver software. The program is based on Computer Lisp and works with all POSIX principles such as Linux, Unix, OS X, and BSD. For drawing it uses Gnuplot. Geogebra is a math software that is useful for both teachers and students alike. It is a robust platform that helps preschoolers learn math effectively and solve math problems on different topics that include vectors, calculus, linear programming, algebra, complex numbers, statistics, and more. SymPy is a Python archive for symbolic mathematics. It aims to become a full-featured computer algebra system (CAS) while keeping the code as simple as possible to be comprehensible and easily extensible.

Recommendations 

1. Teacher training program (B.Ed.) should be based on the use of ICT for all subjects.

 2. To reduce the cost of infrastructure can be adopting measures such as locally assembled hardware/software to avoid reliance on imported one.

 3. Education policy and curricula should be revised periodically to meet the demand of the present situations.

 4. Teachers’ attitude towards the use of ICT and lack of confidence can be overwhelmed by professional development courses conducted regularly.

Conclusions

 This study shows that ICT integration in Mathematics. From literature displayed several problems to utility ICT in mathematics. ICT integration in Mathematics-education has a positive impact on both the teaching and learning process. The study was conducted out to determine the impediments to integration of ICT in mathematics teaching and learning in Teacher-Training colleges & secondary school levels. There are some barriers to integrate ICT in teaching and learning mathematics in various branches of mathematics.