Technology integration in Mathematics education through the design of virtual learning objectsx
DOI:
https://doi.org/10.71112/f13g4266Keywords:
technology integration, mathematics education, virtual learning objects, technological pedagogical content knowledge, mathematical task designAbstract
Technology integration in mathematics education goes beyond the mere availability of digital tools and involves pedagogical decisions aimed at designing meaningful mathematical activities. This study analyzes the forms of technology integration evidenced in 30 Virtual Learning Objects (VLOs) designed by mathematics teachers enrolled in postgraduate education to integrate arithmetic and algebra. Using an interpretive qualitative approach supported by descriptive quantitative analysis, the study examined the technological tools, teaching strategies, mathematical representations, and cognitive demands incorporated into the VLOs. The findings reveal heterogeneous configurations of technology integration, with GeoGebra emerging as the predominant tool and uses ranging from practice activities with immediate feedback to the dynamic exploration of mathematical relationships. Different profiles of technology integration also emerged. The study provides evidence based on teacher-designed artifacts and proposes a technological-pedagogical-mathematical approach that distinguishes the mere presence of technology from its pedagogical integration into the design of activities for mathematics teaching.
Downloads
References
Al-Takhyneh, B. (2018). Attitudes towards using mobile applications in teaching mathematics in open learning systems. International Journal of E-Learning & Distance Education, 33(1), 1-16.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554 DOI: https://doi.org/10.1177/0022487108324554
Chacón-Rivadeneira, K., Morales-Maure, L., & García-Marimón, O. (2024). Trends in research on didactic knowledge and technology integration in mathematics education: A bibliometric study. Journal of Research in Mathematics Education, 13(3), 220-244. https://doi.org/10.17583/redimat.15107 DOI: https://doi.org/10.17583/redimat.15107
Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE Publications.
Drugova, E., Zhuravleva, I., Aiusheeva, M., & Grits, D. (2021). Toward a model of learning innovation integration: TPACK-SAMR based analysis of the introduction of a digital learning environment in three Russian universities. Education and Information Technologies, 26(4), 4925-4942. https://doi.org/10.1007/s10639-021-10514-2 DOI: https://doi.org/10.1007/s10639-021-10514-2
Engelen, E., & Budke, A. (2021). Secondary school students' development of arguments for complex geographical conflicts using the internet. Education Inquiry, 1-20. https://doi.org/10.1080/20004508.2021.1966887 DOI: https://doi.org/10.1080/20004508.2021.1966887
González, M. D. (2016). Understanding the technological, pedagogical, and mathematical issues that emerge as secondary mathematics teachers design lessons that integrate technology [Doctoral dissertation, North Carolina State University].
Helsa, Y., Sartono, Fajri, B. R., Lofandri, W., & Desmayianti. (2024). Meta-analysis of TPACK research on mathematics education. Plusminus: Jurnal Pendidikan Matematika, 4(2), 397-408. doi: 10.31980/plusminus.v4i2.1674 DOI: https://doi.org/10.31980/plusminus.v4i2.1674
Hill, J. E., & Uribe-Florez, L. (2020). Understanding secondary school teachers' TPACK and technology implementation in mathematics classrooms. International Journal of Technology in Education, 3(1), 1-13. DOI: https://doi.org/10.46328/ijte.v3i1.8
Hohenwarter, M., Hohenwarter, J., Kreis, Y., & Lavicza, Z. (2008). Teaching and learning calculus with free dynamic mathematics software GeoGebra. Proceedings of the 11th International Congress on Mathematical Education.
Joshi, D. R., & Rawal, M. (2021). Mathematics teachers standing on the utilization of digital resources in Kathmandu, Nepal. Contemporary Mathematics and Science Education, 2(1), ep21004. https://doi.org/10.30935/conmaths/9679 DOI: https://doi.org/10.30935/conmaths/9679
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. DOI: https://doi.org/10.2307/2529310
Leung, A. (2017). Exploring techno-pedagogic task design in the mathematics classroom. In A. Leung & A. Baccaglini-Frank (Eds.), Digital technologies in designing mathematics education tasks (pp. 3-16). Springer. https://doi.org/10.1007/978-3-319-43423-0_1 DOI: https://doi.org/10.1007/978-3-319-43423-0_1
Leung, A., & Bolite-Frant, J. (2015). Designing mathematics tasks: The role of tools. In A. Watson & M. Ohtani (Eds.), Task design in mathematics education: An ICMI study 22 (pp. 191-225). Springer. https://doi.org/10.1007/978-3-319-09629-2_6 DOI: https://doi.org/10.1007/978-3-319-09629-2_6
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x DOI: https://doi.org/10.1177/016146810610800610
Morales-López, Y., Breda, A., & Font, V. (2024). Articulation between a technological model and an educational model to deepen the reflection of prospective mathematics teachers. International Journal of Educational Methodology, 10(3), 479-494. https://doi.org/10.12973/ijem.10.3.479 DOI: https://doi.org/10.12973/ijem.10.3.479
Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., Johnston, C., ... & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
Niss, M. (2016). Mathematics standards and curricula under the influence of digital affordances: Different notions, meanings and roles in different parts of the world. In M. Bates & Z. Usiskin (Eds.), Digital curricula in school mathematics (pp. 239-250). Information Age Publishing. DOI: https://doi.org/10.1108/978-1-68123-413-720251021
Niss, M., & Højgaard, T. (2019). Mathematical competencies revisited. Educational Studies in Mathematics, 102(1), 9-28. https://doi.org/10.1007/s10649-019-09903-9 DOI: https://doi.org/10.1007/s10649-019-09903-9
Ortega, J. M. (2020). El conocimiento tecnológico pedagógico de contenido (TPCK): Un análisis a partir de la relación e integración entre el componente tecnológico y conocimiento pedagógico de contenido. Tecné, Episteme y Didaxis: TED, 47, 249-265. https://doi.org/10.17227/ted.num47-11339 DOI: https://doi.org/10.17227/ted.num47-11339
Pedersen, M. K., Bach, C. C., Gregersen, R. M., Højsted, I. H., & Jankvist, U. T. (2021). Mathematical representation competency in relation to use of digital technology and task design—A literature review. Mathematics, 9(4), 444. https://doi.org/10.3390/math9040444 DOI: https://doi.org/10.3390/math9040444
Puentedura, R. R. (2014). SAMR: A contextualized introduction. http://hippasus.com/rrpweblog/archives/2014/01/15/SAMRABriefContextualizedIntroduction.pdf
Rivera-Robles, S. B., Salcedo-Lagos, P. A., Valdivia-Guzmán, J. R., & López-Jara, O. A. (2021). Estudios empíricos del modelo sobre conocimiento didáctico-tecnológico del contenido (TPACK) en matemáticas, incluidos en bases bibliográficas internacionales. Información Tecnológica, 32(4), 109-120. https://doi.org/10.4067/S0718-07642021000400109 DOI: https://doi.org/10.4067/S0718-07642021000400109
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544 DOI: https://doi.org/10.1080/15391523.2009.10782544
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004 DOI: https://doi.org/10.3102/0013189X015002004
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411 DOI: https://doi.org/10.17763/haer.57.1.j463w79r56455411
Watson, A., & Ohtani, M. (Eds.). (2015). Task design in mathematics education: An ICMI study 22. Springer. https://doi.org/10.1007/978-3-319-09629-2. DOI: https://doi.org/10.1007/978-3-319-09629-2
Downloads
Published
Issue
Section
License
Copyright (c) 2026 José Ramón Delgado Fernández, Denisse Patricia Analuisa Guerrero, Norman Orlando Armijos Armijos, Carlos Alexis Miranda Bravo, Analy Verónica Ordóñez Sánchez (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
