A REVIEW OF STUDIES ON THE USE OF DIGITAL TECHNOLOGIES IN TEACHING MATHEMATICS
DOI:
https://doi.org/10.63034/esr-714Keywords:
Digital technology, digital literacy, interactive games, gamification, simulation, artificial/virtual and augmented reality, educational technology, artificial intelligenceAbstract
This article provides a review of studies on the effectiveness of using digital technologies in teaching mathematics. Based on UNESCO’s 2021 Strategy for Technological Innovations in Education, the article describes the contribution of digital technologies in the educational process to achieving the goals of sustainable development. The research results indicate that the active use of digital technologies by teachers plays a significant role in developing students’ mathematical thinking skills, improving the quality of education, and increasing interest in the learning process.
References
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age.
Sweller, J. (1994). Cognitive Load Theory, Learning Difficulty, and Instructional Design.
Soboleva, E. V., Zhumakulov, K. K., Umurkulov, K. P., Ibragimov, G. I., Kochneva, L. V., & Timofeeva, M. O. (2020). Didactic Potential of Using Mobile Technologies in the Development of Mathematical Thinking. EURASIA Journal of Mathematics, Science and Technology Education, 16(2), em1831. https://doi.org/10.29333/ejmste/118214
Soboleva, E. V., Zhumakulov, K. K., Umurkulov, K. P., Ibragimov, G. I., Kochneva, L. V., & Timofeeva, M. O. (2022). Developing a Personalised Learning Model Based on Interactive Novels to Improve the Quality of Mathematics Education. EURASIA Journal of Mathematics, Science and Technology Education, 18(2), em2078. https://doi.org/10.29333/ejmste/11590
Sari, A. I., Suryani, N., Rochsantiningsih, D., & Suharno. (2019). Development of Android-Based Smartphone Learning Application on Teaching Reading Comprehension. DOI: 10.1063/1.5139844
Kim, J. H., & Park, H. (2019). Effects of Smartphone-Based Mobile Learning in Nursing Education: A Systematic Review and Meta-Analysis. Asian Nursing Research, 13(1), 20–29. DOI: 10.1016/j.anr.2019.01.005
Budiarto, M. K., Gunarhadi, G., & Rahman, A. (2024). Technology in Education through Mobile Learning Application (MLA) and Its Impact on Learning Outcomes: Literature Review. Journal of Education and Learning (EduLearn), 18(2), 413–420. DOI: 10.11591/edulearn.v18i2.20976
Kristriani, T., & Usodo, B. (2022). Exploration of the Use of Quizizz Gamification Application: Teacher Perspective. International Journal of Elementary Education, 6(2), 205–212.
Firdawati, R., Maison, & Nazarudin. (2021). Development of Mobile Learning Media on Newton’s Laws Using the Appy Pie Application. Jurnal Penelitian Pendidikan IPA, 7(2), 202–206. DOI: 10.29303/jppipa.v7i2.599
Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Salleh, S. M. (2018). The Effect of Mobile Problem-Based Learning Application DicScience PBL on Students’ Critical Thinking. Thinking Skills and Creativity, 28, 177–195. DOI: 10.1016/j.tsc.2018.04.002
Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53–60. DOI: 10.29333/aje.2019.426a
Ningsih, S. K., Suherdi, D., & Purnawarman, P. (2022). Secondary School Teachers’ Perceptions of Mobile Technology Adoption in English as a Foreign Language Learning: Trends and Practice. International Journal of Education and Practice, 10(2), 160–170. DOI: 10.18488/61.v10i2.3004
Ozdamli, F., & Ercag, E. (2018). Opinions of Teacher Candidates on the Usage of Mobile Applications in the Multimedia Development Processes. International Journal of Interactive Mobile Technologies, 12(2), 27–38. DOI: 10.3991/ijim.v12i2.7679
Chevallard, Y. (2005). La Transposición Didáctica. Aique Grupo Editor: Buenos Aires, Argentina.
Trouche, L., Monaghan, J., Borwein, J. M. (2016). Didactics of Mathematics: Concepts, Roots, Interactions and Dynamics from France. In Tools and Mathematics; Springer: Berlin, Germany, pp. 219–256. DOI: 10.1007/978-3-319-73253-4_11
Vergnaud, G. (2013). Why the Theory of Conceptual Fields? Infanc. Aprendiz., 36, 131–161. DOI: 10.6018/reifop.422971
Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word Problems in Mathematics Education: A Survey. ZDM Mathematics Education, 52, 1–16. DOI: 10.1007/s11858-020-01130-4
Hossein-Mohand, H., Trujillo-Torres, J.-M., Gómez-García, M., Hossein-Mohand, H., & Campos-Soto, A. (2021). Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers. Sustainability, 13(5), 2606. DOI: 10.3390/su13052606
Albano, G., Coppola, C., Dello Iacono, U., Fiorentino, G., Pierri, A., & Polo, M. (2020). Technology to Enable New Paradigms of Teaching/Learning in Mathematics: The Digital Interactive Storytelling Case. Journal of E-Learning and Knowledge Society, 16(1), 65–71. DOI: 10.20368/1971-8829/1135201(20)
Chytrý, V., Říčan, J., & Medová, J. (2019). How Teacher’s Progressiveness in Using Digital Technologies Influences Levels of Pupils’ Metacognitive Knowledge in Mathematics. Mathematics, 7(12), 1245. DOI: 10.3390/math7121245
Thao, T. T. P., Nam, N. D., Trinh, T. T. L., Thao, N. P., Tuyen, N. T. T., & Cuong, L. M. (2022). Research on the Application of ICT in Mathematics Education: Bibliometric Analysis of Scientific Bibliography from the Scopus Database. Cogent Education, 9(1), 2084956. DOI: 10.1080/2331186X.2022.2084956
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2026 Taukebayeva Gulsum Omarovna, Taukebai Shyryngul Omarqyzy, Orazbek Linar
This work is licensed under a Creative Commons Attribution 4.0 International License.
