Chinese Students' Access, Use and Perceptions of ICTs in Learning Mathematics: Findings from an Investigation of Shanghai Secondary Schools

Autor/inn/en	Fan, Lianghuo; Luo, Jietong; Xie, Sicheng; Zhu, Fangchun; Li, Shuhui
Titel	Chinese Students' Access, Use and Perceptions of ICTs in Learning Mathematics: Findings from an Investigation of Shanghai Secondary Schools
Quelle	In: ZDM: Mathematics Education, 54 (2022) 3, S.611-624 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fan, Lianghuo) ORCID (Luo, Jietong) ORCID (Zhu, Fangchun) ORCID (Li, Shuhui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01363-5
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Mathematics Education; Access to Computers; Secondary School Students; Secondary School Teachers; Student Attitudes; Distance Education; Mathematics Achievement; Grades (Scholastic); Gender Differences; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematische Bildung; Sekundarschüler; Schülerverhalten; Distance study; Distance learning; Fernunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Notenspiegel; Geschlechterkonflikt
Abstract	Due to rapid social and economic development in China over the last three decades, information and communication technologies (ICTs) have become increasingly available in Chinese classrooms and families. However, there is a lack of research regarding Chinese students' use of ICTs in mathematics learning. In this study, we examined how Chinese students access, use, and perceive ICTs in learning mathematics. To this end, a conceptual framework for ICTs and the role of ICTs in students' learning of mathematics was established. Using a mixed-methods approach, we collected data from 223 students in four randomly selected secondary schools in Shanghai through a questionnaire survey, followed by classroom observations and interviews with students and teachers. The results revealed that various ICTs are widely accessible in Shanghai classrooms and students overall have a positive view about the role of ICTs in their mathematics learning, especially in problem solving and in learning geometry. When learning mathematics at home, students used handheld technological devices more frequently than non-portable devices. Furthermore, there were significant differences between different students in terms of school performance levels, grade levels, and genders in their use of ICTs in learning mathematics. In particular, students from high-performing schools had more access to various ICTs but used them less frequently than their peers from ordinary schools. Suggestions and implications of the findings are discussed at the end of the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01