Teacher’s perception of ICT implementation in the mathematical classroom and its impact on student achievement. A survey study with a focus on digital competence.

Abstract

The following study aspires to identify teachers perception of their use of ICT and their views of its impact on student mathematical achievement. In addition, the study seeks to compare teachers in both North America and Europe how they implement digital artefacts and their perceptions of possible impacts. The empirical material consists of 120 teacher responses to a survey which contains closed and open queries. The result of this study is that most teachers’ perceive they use digital artefacts during their mathematics lessons, there is however a difference in usage between teachers in Europe and North America (NA). Furthermore, most teachers in Europe perceive digital artefacts to have a positive impact on student mathematical achievement. The number of NA teachers’ perceiving that the use of digital artefacts has a positive impact on student mathematical abilities is lower. There is also a strong connection between teachers’ claimed digital competence and the usage of digital artefacts. The teachers with higher digital competence implement digital artefacts in a more widespread way. A higher digital competence amongst teachers implies an increase in student mathematical achievement.