Mailizar Mailizar, Lianghuo Fan
The Indonesian secondary school mathematics curriculum advocates the use of technology in teaching and learning of mathematics. The previous studies paid less attention to what type of digital tools that the teachers used and how they integrated them in the mathematics teaching. This study aimed at investigating Indonesian secondary school mathematics teachers' instructional practices in the integration of digital technology in classrooms and examined differences in teachers' instructional practice according to their background. It employed a quantitative approach whereby were collected through a questionnaire survey. The data were gathered from 341 mathematics teachers in 93 secondary schools. This study suggested that the integration of digital technology has emerged in Indonesian secondary school mathematics classrooms. However, it was also found that most of the teachers did not use the technology in constructive ways. The result also revealed that female teachers have better instructional practices in the use of digital technology than male teachers. In addition, teachers' levels of education play an important role on their instructional practices with digital technologies. This study suggests that it needs a radical improvement of the integration of technology in Indonesian secondary school mathematics classrooms in order to achieve the curriculum objective. Therefore, further research and development on this issue is needed in the country. Copyright © 2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License
Department of Mathematics Education, Universitas Syiah, Kuala University, Indonesia; Asian Centre for Mathematics Education, East China Normal University, China; Southampton Education School, University of Southampton, Southampton, United Kingdom
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