Content uploaded by Niroj Dahal
Author content
All content in this area was uploaded by Niroj Dahal on Jun 14, 2022
Content may be subject to copyright.
Adv Mobile Learn Educ Res, 2022, 2(2): 341-350
DOI: 10.25082/AMLER.2022.02.004
REVIEW
ICTs into mathematical instructions for meaningful teaching and learning
Mukesh Maharjan1Niroj Dahal2∗Binod Prasad Pant2
1Shangrila International School, Chapagau, Lalitpur, Nepal
2Department of STEAM Education, School of Education, Kathmandu University, Hattiban, Lalitpur, Nepal
Correspondence to: Niroj Dahal, Department of
STEAM Education, School of Education, Kathmandu
University, Hattiban, Lalitpur, Nepal;
Email: niroj@kusoed.edu.np
Received: April 29, 2022;
Accepted: June 10, 2022;
Published: June 13, 2022.
Citation:Maharjan, M., Dahal, N., & Pant, B.P. (2022).
ICTs into mathematical instructions for meaningful
teaching and learning. Adv Mobile Learn Educ Res,
2(2): 341-350.
https://doi.org/10.25082/AMLER.2022.02.004
Copyright:
©
2022 Mukesh Maharjan et al. This is an
open access article distributed under the terms of the
Creative Commons Attribution License, which permits
unrestricted use, distribution, and reproduction in any
medium, provided the original author and source are
credited.
Abstract: Mathematical illusions and concepts can be more easily visualized and understood
with the help of information and communication technologies (ICT). On the contrary, ICT
development in Nepali classrooms (from elementary school to university) moves glacially.
This study examines the role of ICT tools in mathematics and their features and importance in
promoting meaningful learning in mathematics. Based on the literature available, this study
found that GeoGebra, Google SketchUp, and Microsoft Mathematics are excellent ICT tools
for visualizing mathematical concepts, creating 3D models, and discovering solutions and
graphical representations of more complex mathematical concepts and/or illusions. This study
also demonstrates the importance of these ICT tools in promoting mathematics teaching and
learning from elementary school to the university level. Incorporating the ICT tools mentioned
above for teaching and learning mathematics has positively impacted students’ achievement in
mathematics.
Keywords: ICT, mathematics, teaching and learning, students’ achievement
1 Introduction
As many developed countries enter the ‘information age,’ technological devices are used to
modernize and improve living standards and education (Sophanak, 2018). Over the past decade,
many schools in those countries have been using information and communication technology
(ICT) to enhance and support their teaching and learning systems (Papadakis, 2021). In this
scenario, comparing our context teaching and learning approach with those mentioned above,
we found ourselves very behind in using ICT tools in our classrooms in Nepal. It has been
argued that modern technology plays an indispensable role in teaching and learning mathematics
(Ittigson & Zewe, 2003;Papadakis et al., 2018;Papadakis et al., 2021). Similarly, Sophanak
(2018) offers that ICTs produce notable differences in teaching methodologies and approaches
and learning activities inside the classroom. Likewise, Mikre (2011) states that ICT improves
the educational environment, including collaborative, active, interactive, and creative (Katsaris
& Vidakis, 2021). Nevertheless, in our experience, very few teachers can only integrate ICT in
teaching and learning mathematics in our context. We felt that the less integration of ICT in our
classroom might be the less awareness of mathematics teachers of ICT tools (Dahal et al., 2020;
Dahal et al., 2022a;Dahal et al., 2022b).
Being a current mathematics teacher in one of the reputed schools in Kathmandu Valley, first
author was also less known about those tools before a few years as our teaching and learning
approach is highly conventional. “The usual way of teaching is still based on teacher presenting
information to passive students (usually in the form of the so-called frontal instruction)” (Dhakal,
2018). In this scenario, we found that the less use of ICT tools in Nepali mathematics classrooms
might be the less familiarity of mathematics teachers with ICT tools. We also experience that
this teaching approach (conventional method) affects student performance, demotivates students
in mathematics learning, and gives rise to math anxiety. According to recent surveys and
research, many institutions have realized that feeling of dread affects math calculations and even
harms working memory, and impacts mathematics performance (Justicia et al., 2017). This
anxiety is spreading very widely in our context, and much more students are infected by this
illness ranging from young to aged ones. Poudel (2015) argued that “School level students
feel mathematics as a boring subject and harder one. Most students could not understand
mathematics due to their perception of math”. In this situation, a mathematics teacher can play
a crucial role in motivating and engaging them in creative work by using different software
like GeoGebra, SketchUp, Microsoft Mathematics, and many more to learn and understand
mathematical concepts interestingly. This scenario of our context pushes us to seek a better
Advances in Mobile Learning Educational Research •SyncSci Publishing 341 of 350
Volume 2 Issue 2, June 13, 2022 Mukesh Maharjan, Niroj Dahal, and Binod Prasad Pant
option to uplift mathematics education. As teachers, researchers, and practitioners, we feel the
necessity of such research to give mathematics teachers and mathematics educators insight into
the ICT tools and their benefits in teaching and learning mathematics. We try to claim that this
study offers insight to the teachers and is equally essential for the mathematics learners of any
level, which promotes their learning curiosity and creativity.
Likewise, while positing ourselves in the agendas, as a resident of Kathmandu valley, we
were supposed to have much more sophisticated facilities in Nepal regarding teaching and
learning procedures. We used to think that we had much more advanced teaching and learning
technologies than other villages and cities. On the way to accomplishing a Master’s degree
in mathematics education, the first author realized that there is a lack of technology even in
the schools of Kathmandu for teaching and learning. In this research, technology means the
softcopy materials and software that can be integrated with teaching and learning mathematics
to visualize the mathematical concepts.
Further, technology in institutions such as schools and colleges are less modern in terms of
quality and functions and inadequate in numbers and generations, so the students cannot deal
with modern learning processes and cannot withstand the challenges of a competitive world
market (Qureshi & Qureshi, 2021). We also found many institutions where such technologies
are available in the same sense. However, there is a lack of skillful human resources (e.g.,
teachers), and the place where there is a skillful human resource is suffering from the lack of
such tools. We experienced that the teaching and learning system is guided by the conventional
approach (Dahal et al., 2019b), where the teacher and the textbooks are everything, and the
teacher transfers knowledge from his/her head to the student’s head just like transferring a data
from one electronic device to another. In this situation, teaching and learning mathematics is
only to get scores/grades in the exam without knowing concepts. Kathmandu is the capital city
of Nepal, and even though it does not have satisfactory technology for teaching mathematics,
what could be the condition of those villages and other rural areas?
We have experienced that in the Nepali context, the problem in the teaching and learning
process often occurs. However, approaches for the development of technology also might be
helpful to uplift the teaching and learning process as technology is the foremost requirement
to upgrade the learning system in mathematics. In this sense, the first author feels that the
mathematics teachers are less aware of and know significantly less about the mathematics-
friendly teaching applications and tools in computers through which they can enhance the
learners’ understanding in a better way. So, this is our attempt to explore how the ICT tools
have been used in teaching and learning mathematics in this article through which mathematics
teachers and learners can enhance mathematical concepts, skills, and problem-solving strategies.
ICT “reform to forms of technology used to transmit, store, create, share or exchange
information” (Dhakal, 2018). In addition to this, ICT refers to technologies that provide access
to information through telecommunications. The technologies such as radio, television, satellite
system, computer and network hardware and software and the equipment and services associated
with those technologies, such as video conferencing and electronic mail, can be included in
ICT (Iahad et al., 2012). It has been found that many newly discovered technologies practically
affected the well-being of the teaching and learning process in recent years. In the field of
mathematics, technology puts liveliness in its abstract nature. “Moreover, electronic devices can
be used to achieve experiences that in everyday life and either inaccessible or accessible only
due to time-consuming and often tedious work” (Dhakal, 2018).
ICT integration in teaching and learning mathematics provides a variety of instructional
practices to the teacher and students in school education to engage them in the learning process
(Poultsakis et al., 2021). For example, while teaching some opposite angles of a cyclic quadri-
lateral are supplementary, we (probably others) just draw the figure on the board and tell them
that they are supplementary. We are also not against this approach, but students may understand
better if a mathematics teacher can demonstrate it using ICT tools/applications from computers,
laptops, mobile, and other devices. Furthermore, the students can also use the available ICT
tools to design and solve their mathematical concepts at home/school. The use of computers
and technology has become fundamental to the operation of organizations and society (Kroeker,
2010;Yonck, 2010). The ICT tools in education can transfer a massive amount of information
in seconds, enabling humankind to advance in multiple ways. As a teacher and researchers, we
are getting aware of ICT tools and their integration in mathematics classrooms, we felt a bit
difficult in the beginning, but gradually we found this approach very practical and engaging
while teaching mathematics in the classroom (Papadakis et al., 2016a, 2016b;Dahal et al.,
2019).
Richardson (2011) found that ICT plays an essential role in helping teachers get updated
information and improves teaching and learning activities in a modern way and better than before.
The current scenario of Nepal shows that the education stakeholders and the policymakers are
Advances in Mobile Learning Educational Research •SyncSci Publishing 342 of 350
Volume 2 Issue 2, June 13, 2022 Mukesh Maharjan, Niroj Dahal, and Binod Prasad Pant
in less favor of mathematics education as a compulsory subject in schools. This is because of
increasing math anxiety and the number of failed and dropout students in mathematics because
of traditional ways of teaching and learning mathematics in schools, colleges and universities.
In this situation, ICT in mathematics can positively affect educational quality in Nepal due to its
specification and functions’ effect on students and the opportunities it suggests for coordinating
distinction and individualization purposes.
Light (2009) found that the integration of ICT in classroom activities positively changes
students’ understanding and learning outcomes in terms of the ICT integration process in
developing countries. Successful ICT integration into the mathematics curriculum is only
possible if we know the existing software used by mathematics teachers (Dhakal, 2018;Tsoukala,
2021). “New technological applications such as GeoGebra, Google SketchUp, Sketch pad,
etc., are becoming more useful to improve and enhance teaching and learning mathematics
to visualize mathematical concepts” (Dahal et al., 2019a). Mathematics education without
technology is boring, so it is necessary to integrate the ICT tools in mathematics classrooms.
Fluck (2010) argued that the ICT should play a transformative role in education rather than
integration into existing subject areas. A mathematics teacher should know the tools to support
the teaching and learning process.
Guided by the research question, how do ICT tools such as GeoGebra, Microsoft Mathematics,
and Google SketchUp support teachers and students in meaningful mathematics teaching and
learning? This study explores the ICT tools such as GeoGebra, Microsoft Mathematics, and
Google SketchUp and their use for meaningful teaching and learning of mathematics.
2 Methods
This study is designed to explore the tools and their applications in teaching and learning
mathematics through ICT based on literature and our experiences in the journey as a student,
teacher, teacher educator and educational researcher. To articulate this paper, we reviewed
different dissertations, research papers, and journal articles (e.g.,Dhakal, 2018;Dahal et al.,
2019a;Dahal et al., 2022a;Dahal et al., 2022b;Keong et al., 2005;Sarkar, 2015) to mention
but not limited) which are similar to our research issue. In this sense, this study is a desk-based
study (Javaid et al., 2022) where the researcher concludes with their ideas with the help of
pre-existing literature. To begin, the researchers reviewed existing studies and developed a
concept for this article based on the studies and experiences they encountered. In the second
phase, the researcher documented the concepts while collecting the literature needed to support
it.
3 Analysis and interpretations
This section of the study gives the framework based on pre-existing literature, which helps the
researcher develop a concrete idea and helps to conclude. We have read more than forty articles
exploring the ICT tools and their use in mathematics classrooms to develop the themes in this
paper. While going through these papers, we found the most common and valuable software
in teaching and learning mathematics are GeoGebra, SketchUp, and Microsoft Mathematics.
We were also convinced of their use and positive impact on mathematics education. We, too,
have found software like Matlab and Mathematica that contribute to mathematics learning, but
they are less in use, and their features can be found in among the above three software. So, to
support this research design, we have developed the themes like GeoGebra Enhances Students
Ability in Visualizing Mathematics, SketchUp: An Eye to look Mathematics in 3D, Microsoft
Mathematics helps explore the Algorithm of Mathematical Problem-solving Procedure and ICT
Tools and Mathematics Education. We have collected the literature on the pre-existing studies
under these themes, which work as a roadmap for concluding.
3.1
GeoGebra enhances students’ ability in visualizing mathemat-
ics
In this theme, we first discuss the introduction of GeoGebra and its use and benefits in
mathematics teaching-learning. While doing so, we shared our experience with its use and the
works of literature that we have read. In this scenario, we experience that anybody can learn
quickly and in an abbreviated time through visualization. For example, we can easily recite or
understand a story from a movie, or any video or song quickly, but why does it take time to learn
and understand the same story from the book? In the same sense, teaching mathematics through
a conventional approach is not visualizing the learners’ concepts in mathematics, which creates
Advances in Mobile Learning Educational Research •SyncSci Publishing 343 of 350
Volume 2 Issue 2, June 13, 2022 Mukesh Maharjan, Niroj Dahal, and Binod Prasad Pant
misconceptions and illusions in learners’ minds. “Today’s guidelines for teaching mathematics
indicate the key role of visualization techniques” (Majerek, 2014). The rapid change in the
environment towards technology is remarkably high, and in this situation, the use of ICT in
education is essential. Many software applications were created to build geometric construction
and solve analytical and algebraic problems in response to this world’s needs. In contrast,
GeoGebra is found to be one of the best computer applications for visualizing mathematical
concepts and illusions (Majerek, 2014).
Similarly, Dahal et al. (2019a) argued that “GeoGebra is an interactive geometry, algebra,
statistics and calculus application designed to construct and illustrate the mathematical concepts”.
Markus Hohenwarter created it in 2001/2002 as a part of his master thesis. Later, he developed
the software as a part of his PhD project in mathematics education with the help of the Austrian
Academy of Science at the University of Salzburg in Austria (Majerek, 2014) and now has
been translated to one hundred plus languages (Saha et al., 2010; Dahal et al., 2022b). It is
amazingly effective and easy to use for all kinds of mathematics learners who want to visualize
their mathematical ideas and solutions on the computer screen.
“GeoGebra is one of the recent instructional tools drawing much attention of researcher and
mathematics educators for its potential to revolutionize mathematics teaching and learning”
(Belghesis & Kamalludeen, 2018). This application has the features of Computer Algebra
System, Dynamic Geometry software, and Spread-Sheets, all in a single integrated package
(Hohenwarter et al., 2009). GeoGebra is free, open-source, dynamic software, making math
education more student-centred (Saha et al., 2010). It can be downloaded from the official
GeoGebra website at http://www.geogebra.org. This shows that students can engage themselves
in the learning process by using this ICT tool.
When GeoGebra is used to teach math, it can help students see how the mathematical
concepts change, making learning easier (Hodanbosi, 2001;Mohammad, 2004;Ahamad et al.,
2010;Dahal et al., 2022b). According to Saha et al. (2010), there was a significant difference in
the means of students’ post-test scores in favour of the GeoGebra group. They discovered that
computer-assisted instruction was superior to traditional instruction. They also discovered that
computer-assisted instruction in the classroom is more effective than traditional instruction alone.
Similarly, Henessy et al. (2001);Hannafin and Foshay (2008), and Ahmad Fuzi et al. (2010)
also found that using math learning software had a positive effect, which helped students learn
and understand more in their studies. Further, Belghesis and Kamalludeen (2018) conducted
their study among Malaysian teachers through an online survey. They found a significant
difference between users and non-users of GeoGebra in their intention to use GeoGebra in their
mathematics classrooms.
All these views and Figure 1 and 2below show that GeoGebra is a valuable and effective
ICT tool (Software/ application) that can visualize the mathematical concepts and contribute to
conceptual understanding.
Figure 1 Parabola and Straight-Line Figure 2 Enlargement [(0,0), 0.5]
3.2 SketchUp: An eye to look mathematics in 3D
This section in the research project has detailed information on SketchUp and its implication
as a mathematical application that can promote visualizing mathematical illusions and concepts.
We have also discussed its unique features and contribution to Mathematics learning with
necessary literature and our experiences in it.
SketchUp (formerly Google SketchUp) is the three-dimensional (3D) design software that
was first presented by Google in 2006 and was created to ease the design of buildings for the
3D city display on Google’s satellite maps (Liveri et al., 2012). It is a modelling tool which
can be used to create anything, from simple 3D shapes to complex models, thereby creating
Advances in Mobile Learning Educational Research •SyncSci Publishing 344 of 350
Volume 2 Issue 2, June 13, 2022 Mukesh Maharjan, Niroj Dahal, and Binod Prasad Pant
creativity (Fischer et al., 2005). “One of the real advantages of the software is that it uses a
collection of tools, which makes it suitable even for young ages since it does not set any limit to
what children can achieve” (Liveri et al., 2012). In this scenario, if a mathematics teacher can
integrate such an ICT tool into the mathematics classroom, the mathematics learning can be
much better in conceptual understanding and motivating students toward the learning process.
This software (SketchUp) is different from GeoGebra because it is more 3D design-oriented,
whereas GeoGebra is more famous for visualizing the visual concepts of mathematics. Design
houses, rooms, and cities are not accessible in GeoGebra, whereas SketchUp provides livelihood.
One can quickly learn SketchUp by a tutor or with the help of YouTube videos and integrate or
visualize the mathematical concepts in it creatively.
Visualizing any 2D and 3D models of mathematics can encourage the learner to create new
ideas and innovations for their real-life situations. “SketchUp is a high functionality environment
with a low threshold and a high ceiling; developing sophisticated models with SketchUp requires
a nontrivial learning effort” (Liveri et al., 2012). This software/ application is directly beneficial
for those interested in design. Such application in teaching and learning mathematics can
enhance learners’ capacity and creativity in real-life situations.
In our experiences, school students are creating massive misunderstandings in the section
of geometry, 2D, and 3D objects and graphs, which are only visualized in their imaginations
in the conventional classrooms. We found that a student who can easily find the volume of
a solid in a verbal problem where the length, breadth, and height of a cuboid are given fails
to recognize the dimensions and cannot find its volume when he/she is given a real object
(cuboid). In our opinion, such impractical knowledge is the product of conventional pedagogical
approaches. ICTs in mathematics classrooms can help visualize such verbal problems into 3D
figures, which may give a better understanding, and learners may be familiar with real-life
problems/situations. The aim of the integration of SketchUp in the mathematics classroom
is to build a way of modelling a real-world phenomenon (Noss & Hoyles, 2006). The use of
SketchUp in the mathematics curriculum can build a concrete idea, or it can set an image of the
geometrical shapes of theoretical problems in textbooks in the learners’ minds.
Figure 3 3D design of the building
The above views and Figure 3 show that Google SketchUp gives high proficiency in designing
3D objects. This software is a very effective ICT tool in teaching and learning mathematics,
which can enhance learners’ creativity and curiosity in mathematics.
3.3
Mathematical Problem-Solving procedure with Microsoft Math-
ematics
In this section, firstly, we introduced Microsoft Mathematics and its implication in Math-
ematical concepts. While doing so, we have shared our experiences and the benefits we can
get from this application with the necessary literature. We, too, have shared the uniqueness of
Microsoft Mathematics from GeoGebra and Google SketchUp in this section.
“Microsoft Mathematics program is free software made by Microsoft Corporation that has a
symbolic computing system and work based on the mathematical expression” (Oktaviyanthi &
Suprini, 2015). It has been using a very effective ICT tool in teaching and learning mathematics
for a long time. This software is “appropriate to assist students in solving the problem of Linear
Algebra, Statistics, Calculus and Trigonometry” (Oktaviyanthi & Suprini, 2015). Students use
Microsoft Mathematics to see how graph functions work and solve problems involving the area
under the curve or where the two curves meet. This ICT software is also used to visualize
mathematical concepts, but it works differently than the previous two (GeoGebra and SketchUp),
which we have mentioned above. This software measures the area under the curves and the
higher Algebra and Calculus graphical representations. It helps in mathematical modelling,
which is almost impossible in the above applications.
Many researchers have concluded that interactive technology, especially visualization tools,
is an excellent way to get students interested in learning and make it more meaningful (Beynon
Advances in Mobile Learning Educational Research •SyncSci Publishing 345 of 350
Volume 2 Issue 2, June 13, 2022 Mukesh Maharjan, Niroj Dahal, and Binod Prasad Pant
et al., 2010). Such a tool in ICT can develop an interactive visualization that helps the cognitive
development of a learner. “Technology used for the educational purposes should be comple-
mented with dynamic animations and flexible so that students can build an understanding in a
better way” (Oktaviyanthi & Suprini, 2015). In this sense, Microsoft Mathematics somehow
reduces the complexity of mathematics into learner-friendly objects. The researcher believes
that anyone can learn much better by visualization (audio and visual) than by the lecture method.
According to Amin (2013), ICT affects what students should learn, but it also plays a significant
role in how the students should learn. In this scenario, Microsoft Mathematics’ contribution is
worth giving a conceptual understanding of higher mathematics.
Oktaviyanthi and Suprini (2015) conducted a mixed-method research design. They concluded
that using Microsoft Math in the classroom is critical to helping students learn more efficiently
than a traditional teaching approach. He also found that Microsoft Mathematics can improve
students’ interaction with computers to improve the representation of mathematical ideas
and give a better understanding of mathematical content that conventional teaching may not
obtain. Hogstad and Brekke (2010) argued that students must be able to see things move to
comprehend and process information. The technology approach is based on doing, teaching,
and seeing, leading to actions, beliefs, and learning products (Chiappini & Bottino, 2012).
To deal with “reasoning building, exploring knowledge, solving problems and generating
new ideas” (Oktaviyanthi & Supriani, 2015), technology can be considered a boon. Along
with these, technology invests a lot in visualizing mathematical concepts with good clarity
of students’ knowledge in mathematics. Multimedia makes a learner creative as it includes
instruction through which one can gain knowledge with various activities like communicating
with information, involving in more than one way to present something and a reminder of how
it can be done (Oktaviyanthi & Suprini, 2015).
Figure 4 Visual of trigonometric concepts Figure 5 2D and 3D visual
The above views and Figure 4 and 5show that Microsoft Mathematics software is incom-
parable to higher mathematics software. This application can visualize the very abstract and
symbolic representations of higher Algebra and its functions in understandable images and
solve the problems in Calculus which is found as a living calculator in mathematics education.
3.4 ICT tools and mathematics education
In this section, we have emphasized the use and importance of ICT tools in mathematics
education. In the present context, the use of ICT in the educational field is worthwhile. During
the research period, the entire world is under the threat of Corona Virus (COVID- 19), and the
whole country is under lockdown. In that situation, many universities and institutions conduct
their classes online, and it is only possible because of ICT. “ICT increases the flexibility of
delivery of education so that the learner can assess knowledge anytime and from anywhere”
(Amin, 2013); so many other students can get access to education by using ICT tools. In other
words, we can say that ICT eliminates geographical barriers as learners can log in from any
places (Cross & Adam, 2007). In this research, we have discussed some ICT tools or computer
applications which can be integrated into mathematics classrooms. Daud and Khalid (2014)
argued that the use of ICT in education is becoming more crucial as it enables the development
of a more initiative-taking teaching and learning environment. Next, according to Keong et al.
(2005), 89.5% of mathematics educators use basic ICT applications in their teaching. “These
basic applications include training software, visual and graphics and online demonstrations”
(Zakaria & Khalid, 2016) as a teaching aid in mathematics. This shows that ICT has become an
Advances in Mobile Learning Educational Research •SyncSci Publishing 346 of 350
Volume 2 Issue 2, June 13, 2022 Mukesh Maharjan, Niroj Dahal, and Binod Prasad Pant
inseparable organ of mathematics in the present era.
If we need to talk about mathematics in our context, from the school level to the University
level, we can find its content full of dilemmas and illusions. Students are making misconceptions
about the concepts of Mathematics like the interpretations of graphs of trigonometry, graphs of
diverse types of equations, geometrical interpretations, etc. ICT plays a crucial role in realizing
such concepts and ideas in such situations. In this context, ICT helps in providing a catalyst
for rethinking teaching practice (Flecknoe, 2002). Students can reflect on themselves in their
creations and change themselves according to their needs and curiosity. “The application of
ICT can help educators obtain resources from outside their networks, thus enabling them to
transform the teaching and learning process” (Zakaria & Khalid, 2016). In this sense, we found
ICT as a tool to see mathematics in multiple ways, like theories from the texts and visualization
using computer applications.
We have experienced that ICT can be an agent in transforming our lecture-based classrooms
into activity-based classrooms. “It was found that the benefits of applying ICT in mathematics
teaching include attracting students’ interest in learning mathematics; improving students’
performance; encouraging lifelong learning; enabling positive interactive relationships; and
supporting constructivist learning” (Zakaria & Khalid, 2016). Similarly, “If technologies are
used appropriately, it can accelerate the students’ effective learning” (Dahal et al., 2019a). In
this sense, we found ICT as a shifting agent from the conventional classroom to the modern
ICT-based classrooms in Mathematics education. In our opinion, the present scenario of a
typical family or a student who wants to upgrade oneself towards a comfortable and more
accessible lifestyle with the help of technologies in different ways like telecommunications,
transportation, and many more. In this situation, as a mathematics teacher and a student in
the same field, we found that if a learner can integrate the ICT tools into his/ her Mathematics
learning, it can bring a considerable change in the creativity and understanding of mathematical
concepts quickly.
Such software can make the education system more effective and motivate students to learn
mathematics (Dahal et al., 2019a). Students can show their creativity and uniqueness in solving
and designing mathematical concepts and ideas using it. Sometimes, they can perform better
than they have been taught in the classrooms and invent something new for the world. In this
sense, we have concluded that ICTs can create a better platform for a mathematics learner
through which they can show his/ her talent in a multiple perspective as per their competency
area.
4 Conclusion
From the above literature and discussion, we try to conclude that the ICT tools such as
GeoGebra, SketchUp, and Microsoft Mathematics help develop a conceptual understanding of
mathematics in school through visualization. After going through the many articles related to
ICT integration in mathematics education, we found that ICT makes 21
st
-century mathematics
classrooms more engaging and creative. We also conclude that if a mathematics teacher can
integrate the ICT tools in their classroom for learning and teaching activities, it can enhance
the learner’s ability. Research has articulated that ICT tools such as GeoGebra, SketchUp, and
Microsoft Mathematics have a positive impact on teaching and learning mathematics (Majerek,
2014;Saha et al., 2010;Belghesi & Kamalludeen, 2018;Kurtulus & Uygan, 2010;Dhakal,
2018;Oktavigyanthi & Supriani, 2015;Dahal et al., 2019a; 2020; 2022a; 2022b). They also
conclude that they have a significant difference in the students’ performance and achievement
by using these ICT tools and found as a powerful agent in the better attainment of mathematics
teaching and learning. We have also concluded that using ICT applications in mathematics
classrooms make the teaching and learning procedures easy. However, it can give a conceptual
understanding and make the learner creative and curious about mathematics.
5 Implication
This study might be helpful for all the stakeholders advocating for incorporating ICTs
applications in teaching and learning mathematics. It is beneficial for the practitioner teacher
of mathematics to identify the ICT tools they can integrate into their mathematics classroom
to teach and learn mathematics better. This study is also meaningful for the mathematics
learner who wants to explore something new and can give a better platform to visualize their
mathematical concepts and issues. All the software we have mentioned above can be used in
mathematics visualization, but they have significant differences. GeoGebra visualizes simple
mathematical concepts like graphs, functions, and mathematical illusions; however, its versions
Advances in Mobile Learning Educational Research •SyncSci Publishing 347 of 350
Volume 2 Issue 2, June 13, 2022 Mukesh Maharjan, Niroj Dahal, and Binod Prasad Pant
are upgrading day by day and are currently found in quite advanced form, while SketchUp is
mainly used in designing the home decors. SketchUp can be widely used in the mensuration
topic. Students can create their room, house, and other real-life artefacts and easily find their
area, volume, and other necessary ideas. Microsoft mathematics can be used for simple to
complex mathematical concepts. Currently, this software is incredibly famous in higher studies
but can be used in school mathematics. In this sense, this study is meaningful for all types of
learners in mathematics. They can use any mathematical tool as per their need, interest, and
software complexity.
References
Ayub, A. F. M., Mokhtar, M. Z., Luan, W. S., & Tarmizi, R. A. (2010). A comparison of two different
technologies tools in tutoring Calculus. Procedia-Social and Behavioral Sciences, 2(2), 481-486.
https://doi.org/10.1016/j.sbspro.2010.03.048
Belgheis, S., & Kamalludeen, R. (2018). The intention to use GeoGebra in the teaching of mathematics
among Malaysian teachers. Malaysian Online Journal of Educational Technology, 6(1), 109-115.
http://irep.iium.edu.my/61704
Brekke, M., & Hogstad, P. H. (2010). New teaching methods-Using computer technology in physics,
mathematics and computer science. International Journal of Digital Society (IJDS), 1(1), 17-24.
https://doi.org/10.20533/ijds.2040.2570.2010.0004
Cross, M., & Adam, F. (2007). ICT policies and strategies in higher education in South Africa: National
and institutional pathways. Higher Education Policy, 20(1), 73-95.
https://doi.org/10.1057/palgrave.hep.8300144
Curri, E. (2012). Using computer technology in teaching and learning mathematics in an Albanian
upper secondary school: the implementation of simReal in trigonometry lessons [Master’s thesis].
Universitetet i Agder, University of Agder.
Dahal, N. (2019). Integration of GeoGebra in teaching mathematics: Insights from teaching experiment.
In Proceeding of Seventh National Conference on Mathematics and Its Applications (pp. 60-71),
Butwal, Nepal.
Dahal, N., Luitel, B. C., & Pant, B. P. (2019b). Teacher-students relationship and its potential impact on
mathematics learning. Mathematics Education Forum Chitwan, 4(4), 35-53.
https://doi.org/10.3126/mefc.v4i4.26357
Dahal, N., Luitel, B. C., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2020). Emerging ICT
tools, techniques and methodologies for online collaborative teaching and learning mathematics. In
Mathematics Education Forum Chitwan, 5(5), 17-21.
https://doi.org/10.3126/mefc.v5i5.34753
Dahal, N., Manandhar, N. K., Luitel, L., Luitel, B. C., Pant, B. P., & Shrestha, I. M. (2022a). ICT tools
for remote teaching and learning mathematics: A proposal for autonomy and engagements. Advances
in Mobile Learning Educational Research, 2(1), 289-296.
https://doi.org/10.25082/AMLER.2022.01.013
Dahal, N., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2022b). Use of GeoGebra in teaching and
learning geometric transformation in school mathematics. International Journal of Interactive Mobile
Technologies, 16(8), 65-78.
https://doi.org/10.3991/ijim.v16i08.29575
Dahal, N., Shrestha, D., & Pant, B. P. (2019a). Integration of GeoGebra in teaching and learning
geometric transformation. Journal of Mathematics and Statistical Science, 5(12), 323-332.
Daud, M. Y., & Khalid, F. (2014). Nurturing the 21st century skills among undergraduate students
through the application and development of weblog. International Education Studies, 7(13), 123-129.
https://doi.org/10.5539/ies.v7n13p123
Dhakal, P. K. (2018). Use of ICT tools in teaching mathematics in higher education: A case of Midwestern
University. International Journal of Multidisciplinary Perspectives in Higher Education, 3(1), 81-88.
https://doi.org/10.32674/jimphe.v3i1.636
Fischer, G. (2011). Social creativity: Exploiting the power of cultures of participation. In 2011 Seventh
International Conference on Semantics, Knowledge and Grids (pp. 1-8), IEEE.
https://doi.org/10.1109/SKG.2011.47
Flecknoe, M. (2002). How can ICT help us to improve education? Innovations in Education and Teaching
International, 39(4), 271-279.
https://doi.org/10.1080/13558000210161061
Fluck, A. E. (2010). From integration to transformation. In Researching IT in Education (pp. 78-87).
Routledge.
Hannafin, R. D., & Foshay, W. R. (2008). Computer-based instruction’s (CBI) rediscovered role in K-12:
An evaluation case study of one high school’s use of CBI to improve pass rates on high-stakes tests.
Educational Technology Research and Development, 56(2), 147-160.
https://doi.org/10.1007/s11423-006- 9007-4
Hennessy, S., Fung, P., & Scanlon, E. (2001). The role of the graphic calculator in mediating graphing
activity. International Journal of Mathematical Education in Science and Technology, 32(2), 267-290.
https://doi.org/10.1080/00207390010022176
Advances in Mobile Learning Educational Research •SyncSci Publishing 348 of 350
Volume 2 Issue 2, June 13, 2022 Mukesh Maharjan, Niroj Dahal, and Binod Prasad Pant
Hodanbosi, C. L. (2001). A comparison of the effects of using a dynamic geometry software program
and construction tools on learner achievement (pp. 1-222). Kent State University.
Hohenwarter, M., Jarvis, D., & Lavicza, Z. (2009). Linking geometry, algebra, and mathematics teachers:
GeoGebra software and the establishment of the International GeoGebra Institute. International
Journal for Technology in Mathematics Education, 16(2), 83-87..
Ittigson, R. J. & Zewe, J. G. (2003). Technology in the mathematics classroom. In Tomei, L.A. (Ed.),
Challenges of teaching with technology across the curriculum: Issues and solutions. Information
Science Publishing (pp. 114-133). Passey.
https://doi.org/10.4018/978-1- 59140-109-4.ch004
Javaid, M., Haleem, A., Singh, R. P., & Suman, R. (2022). Artificial intelligence applications for industry
4.0: A literature-based study. Journal of Industrial Integration and Management, 7(1), 83-111.
https://doi.org/10.1142/S2424862221300040
Justicia-Galiano, M. J., Mart
´
ın-Puga, M. E., Linares, R., & Pelegrina, S. (2017). Math anxiety and math
performance in children: The mediating roles of working memory and math self-concept. British
Journal of Educational Psychology, 87(4), 573-589.
https://doi.org/10.1111/bjep.12165
Katsaris, I., & Vidakis, N. (2021). Adaptive e-learning systems through learning styles: A review of the
literature. Advances in Mobile Learning Educational Research, 1(2), 124-145.
https://doi.org/10.25082/AMLER.2021.02.007
Keong, C. C., Horani, S., & Daniel, J. (2005). A study on the use of ICT in mathematics teaching.
Malaysian Online Journal of Instructional Technology, 2(3), 43-51.
Kroeker, K. L. (2010). Engineering the web’s third decade. Communications of the ACM, 53(3), 16-18.
https://doi.org/10.1145/1666420.1666428
Kurtulus, A., &Uygan, C. (2010). The effects of Google Sketchup based geometry activities and projects
on spatial visualization ability of student mathematics teachers. Procedia-Social and Behavioral
Sciences, 9, 384-389.
https://doi.org/10.1016/j.sbspro.2010.12.169
Liang, H. N., &Sedig, K. (2010). Can interactive visualization tools engage and support pre-university
students in exploring nontrivial mathematical concepts? Computers & Education, 54(4), 972-991.
https://doi.org/10.1016/j.compedu.2009.10.001
Light, D. (2009). The role of ICT in enhancing education in developing countries: Findings from an
evaluation of the Intel teach essentials course in India, Turkey, and Chile. Journal of Education for
International Development, 4(2), 52-66.
Liveri, A., Xanthacou, Y., & Kaila, M. (2012). The Google Sketch up software as a tool to promote
creativity in education in Greece. Procedia-Social and Behavioral Sciences, 69, 1110-1117.
https://doi.org/10.1016/j.sbspro.2012.12.040
Majerek, D. (2014). Application of GeoGebra for teaching mathematics. Advances in Science and
Technology Research Journal, 8(24), 51-54.
https://doi.org/10.12913/22998624/567
Mikre, F. (2011). The roles of information communication technologies in education: Review article with
emphasis to the computer and internet. Ethiopian Journal of Education and Sciences, 6(2), 109-126.
Mohammad, A. H. (2004). Teaching and learning with technology: Kuwaiti mathematics pre-service
teachers’ competencies and attitudes [Doctoral dissertation]. The Pennsylvania State University.
Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: Contex-
tual learning theory and a first transformation step in early education. Computers in Human Behavior,
23(3), 1499-1530.
https://doi.org/10.1016/j.chb.2005.07.004
Noor-Ul-Amin, S. (2013). An effective use of ICT for education and learning by drawing on worldwide
knowledge, research, and experience. ICT as a Change Agent for Education. India: Department of
Education, University of Kashmir, 1-13.
Oktaviyanthi, R., & Supriani, Y. (2015). Experimental design: Utilizing Microsoft mathematics in
teaching and learning calculus. Journal of Education and Practice, 6(25), 75-83.
https://doi.org/10.22342/jme.6.1.1902.63-76
Oktaviyanthi, R., & Supriani, Y. (2015). Utilizing Microsoft mathematics in teaching and learning
calculus. Indonesian Mathematical Society Journal on Mathematics Education, 6(1), 63-76.
https://doi.org/10.22342/jme.6.1.1902.63-76
Oye, N. D., Shallsuku, Z. K., & Iahad, A. N. (2012). The role of ICT in education: Focus on university
undergraduates taking mathematics as a course. International Journal of Advanced Computer Science
and Applications, 3(2), 136-143.
https://doi.org/10.14569/IJACSA.2012.030224
Papadakis, S. (2021). Advances in Mobile Learning Educational Research (A.M.L.E.R.): Mobile learning
as an educational reform. Advances in Mobile Learning Educational Research, 1(1), 1-4.
https://doi.org/10.25082/AMLER.2021.01.001
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016a). Comparing tablets and PCs in teaching
mathematics: An attempt to improve mathematics competence in early childhood education. Preschool
and Primary Education, 4(2), 241-253.
https://doi.org/10.12681/ppej.8779
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted
intervention in early childhood students’ understanding of numbers. An empirical study conducted in
Greece. Education and Information Technologies, 23(5), 1849-1871.
https://doi.org/10.1007/s10639-018- 9693-7
Advances in Mobile Learning Educational Research •SyncSci Publishing 349 of 350
Volume 2 Issue 2, June 13, 2022 Mukesh Maharjan, Niroj Dahal, and Binod Prasad Pant
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2021). Teaching mathematics with mobile devices and
the Realistic Mathematical Education (RME) approach in kindergarten. Advances in Mobile Learning
Educational Research, 1(1), 5-18.
https://doi.org/10.25082/AMLER.2021.01.002
Papadakis, St., Kalogiannakis, M., & Zaranis, N. (2016b). Improving mathematics teaching in kinder-
garten with realistic mathematical education. Early Childhood Education Journal, 45(3), 369-378.
https://doi.org/10.1007/s10643-015- 0768-4
Paudel, S. (2015). Teachers’ and students’ perceptions on the use of ICT in mathematics teaching
[Unpublished MPhil dissertation]. Kathmandu University.
Poultsakis, S., Papadakis, S., Kalogiannakis, M., & Psycharis, S. (2021). The management of digital
learning objects of natural sciences and digital experiment simulation tools by teachers. Advances in
Mobile Learning Educational Research, 1(2), 58-71.
https://doi.org/10.25082/AMLER.2021.02.002
Qureshi, A., & Qureshi, N. (2021). Challenges and issues of STEM education. Advances in Mobile
Learning Educational Research, 1(2), 146-161.
https://doi.org/10.25082/AMLER.2021.02.009
Richardson, J. W. (2011). Challenges of adopting the use of technology in less developed countries: The
case of Cambodia. Comparative Education Review, 55(1), 8-29.
https://doi.org/10.1086/656430
Saha, R. A., Ayub, A. F. M., & Tarmizi, R. A. (2010). The effects of GeoGebra on mathematics
achievement: Enlightening coordinate geometry learning. Procedia-Social and Behavioral Sciences, 8,
686-693.
https://doi.org/10.1016/j.sbspro.2010.12.095
Sarkar, K. (2015). A survey on the use of ICT in teaching-learning practices in college level mathematics.
Sage.
Tsoukala, C. (2021). STEM integrated education and multimodal educational material. Advances in
Mobile Learning Educational Research, 1(2), 96-113.
https://doi.org/10.25082/AMLER.2021.02.005
Yonck, R. (2010). The age of the interface. The Futurist, 44(3), 14.
Zakaria, N. A., & Khalid, F. (2016). The benefits and constraints of the use of information and communi-
cation technology (ICT) in teaching mathematics. Creative Education, 7(11), 1537-1544.
https://doi.org/10.4236/ce.2016.711158
Advances in Mobile Learning Educational Research •SyncSci Publishing 350 of 350
