This paper explores the impact of social media on mathematics teaching and learning, highlighting its role in engaging students during the COVID-19 pandemic. The study aims to identify student interests and examine how social media tools can enhance mathematical skills and teaching quality. It suggests various educational apps that promote interactive learning and proposes further research areas related to technology integration in mathematics education.

1. Impact of Social Media in Learning Mathematics
Dr. C.V. Suresh Babu1
, S. Deepika2
1
Professor, Sathyasai B.Ed. College, Chennai, TN, India
dr.c.v.suresh.babu@gmail.com
2
M.Ed. Student, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
sarveshrenu812@gmail.com
Abstract – This paper will present the design of an empirical study on the
impact of the social media in education with respect to mathematical teaching
and learning. This proposed study will try identify the interest among
students and find the causes for the changes in their structure of learning.
During this COVID-19 period, students use social media by various activities
to show their involvement. The study also attempts to reveal the various
contribution rendered by current social media tools in improving the quality
of education.
KEYWORDS: Apps, social media, Integrated learning, Pedagogy, Technology,
1 Introduction
The incorporation of social Media in education supported by the large amount of online
educational tools, the exchange of knowledge, and the connections among education
communities. The education eliminates certain space-time barriers in the teaching-learning
process and enables the implementation of active methodologies. Social media facilitates
participation among all agents of the education. It is designed to meet anticipated learners of
Mathematics in many parts of the world.
It is mandatory to analyses, search, and differentiate against the relevant data to its
resolution. The use of sufficient technology, allows the discrimination of more relevant data.
Mathematical skills reinforced by Technology and its importance have different teacher and
student views:
Teacher Perspective:
 There are extensive reasons why every teacher should use social media to implement in
maths class. Such reasons in terms of use are universal and span across the curriculum.
 To ensuring the facilities of Quality in Mathematics.
Students Perspective:
 Social media has a lot to offer students as many researches shows that with Technology-
based activities.
 Effective technology can even promote student’s innovative skills and allow creating and
manipulating their own presentations. For example, dynamic geometry’s apps available in
social media helps the student to visualize and experience the associated processes through
interactive changes that favour the exploration of all possibilities. Media resources are
programming environments that develop language and mathematical thinking among learners
and educators and also encourage the ability to solve problems.

2. 2 Rationale background
Today, Social Media are been used in schools as a separate entity, instead, schools must
have an integrating tool into the learning and teaching processes particularly in Mathematics
for effective understanding.
Primary Objective:
 To study the effective of using social media in mathematics teaching and learning done
in various institutions across globally.
Secondary Objective:
 To improve the learning skills among students.
 To develop critical and innovative thinking.
 Frequently handling of technical tools.
 Fun based mathematical activities. .
3 Literature Review
The literature review shows that Social Media and ICT in the teaching of mathematics helps
the students to create and interact. (Keong et al., 2005; Neurath & Stephens, 2006). A series of
recent studies has indicated that the use of technological devices such as graphing calculators
encourages interaction among students to share their knowledge and skills, to present their
work with the aid of a projector, a screen and a laser pen. (Condie & Munro, 2007; Keong et
al., 2005) This paper with a short review of the literature regarding the communication that
occurred among students through the application of technology during the learning process
promoted knowledge and information-sharing (Condie & Munro, 2007; Keong et al., 2005).
Some authors have also suggested that the application of technologies such as the internet
further facilitates students’ self-exploration (Keong et al., 2005; Ramli et al., 2006).The
information technology can also develop students’ interest and involvement towards
mathematics. (Keong et al., 2005; Neurath& Stephens, 2006). A large number of existing
studies in the broader literature have examined, Microsoft Excel in learning Algebra can
change students view point towards Algebra. (Hanim & Hairulniza, 2002; Norazrena & Khairul
Anuar, 2011). The computer software developed students to identify their mistakes and make
corrections (Ghavifekr et al., 2012). A more comprehensive description can be found in ICT
technology encourage the students to think and solve Mathematical problems. (Condie &
Munro, 2007; Keong et al., 2005). Insufficient training and reduced teaching time in the
classroom. (Afolake & Shittu, 2005; Keong et al., 2005). When integrating ICT into their
teaching the limited time in the classroom has become the main factor for educators. (Keong
et al., 2005) It was reported in literature that 55.6% of Educators analyse the time limitation in
the teaching schedule to use ICT facilities. (Rohani, 2011). 40.8% of insufficient training of
teaching in Mathematical curriculum. (Abramovich, 2014; Afolake& Shittu, 2005).78.4% of
students do not have best access to the required technology to facilitate virtually. (Keong et al.,
2005; Ruthven et al., 2009). 76.3% recognised the factor of integrating ICT into learning and
teaching process. (Afolake & Shittu, 2005; Palmer, 2003). The technologies have a favourable
impact for Educators and students. (Rafiza & Maryam, 2013). ICT proven that student’s
potential in preparing for twenty first century life. (Ghavifekr et al., 2012). This has been used
in several studies to assess that the strategies should be well thought by the educators to
implement more interaction among students. (Drew, 2011). This was successfully established
and described that Educators can also utilise the Google apps for teaching and learning in
mathematics. (Suzana & Khalid, 2014).

3. 4 Research Design
4.1. Research Hypothesis
 Null Hypothesis: There is no significant change in teaching using social media for
secondary education. Learners and educators are well trained in their own technology.
 Alternative Hypothesis: The frequency of the use of social media in secondary
education depends up on the length of teaching and learning practice.
 H1: Using of media has an impact on education improvement of secondary school
students.
 H2: Using of media has an impact to increase the motivation among secondary
students.
 H3: Using of media students are requested to frame own question-making skills in
secondary education.
5 Technology driven modules
Recent apps available in social medias provide free online modules to help students to
learn and explore mathematics. Each tool is based on animated video involving interactive
learning systems such as discussing mathematics in real life situations and students can also
undertake various activities and tests to exhibit their knowledge and problem-solving skills.
6 Preliminary Findings
The impact of Media on the educational improvement shows that there is no meaningful
difference between using of tools in educational of boy and girl students in term of gender.
7 Suggestions
The following are recent Social Media apps which can enhance learning math
1. Visual Math: KickBox and KickBox Litea math game created by MIND Research Institute
and inspired by its penguin Jiji helps students learn key math concepts visually..
2. Numbers: Students can walk through math problems to learn numbers, geometry,
Measurement and more.
3. Geometry: Geometrical concepts with 3D images and shapes.
4. Algebra: (HMH Fuse: Algebra), this app brings an Algebra 1 textbook to life with
interactive graphs, tools and equations. Quizzes and more are to engage students in math
learning.
5. Algebra: Interactive workbook with variety of worksheets that include show me
support videos.
6. Calculus: (Video Calculus) Similar to the Khan Academy videos, this app gives you more
than 2 hours of free calculus instruction through its videos. It also includes 15 free featured
lessons.
7. Probability & Statistics: (Statistics 1 for iPad). This statistics app, priced at $4.99,
provides students with interactive tutorials, lessons and quizzes to learn statistics
8. Applying Math: (Rocket Math) In this app, student’s complete math problems in order to
build their own rockets.
9. Applying Math: (SpaceTime for iPad or MathStudio). 2D and 3D diagrams are using by
a student in graphic calculator. It’s definitely worth checking out.
10. Math Game: (MathBlasterHyperBlast) Students are big fans of fun learning. It’s brightly
coloured, fast-paced and engaging with 30 math lessons.

4. These apps and activities could be used in whole class, small group with independent
work scenarios. The various applicability of these applications is summarised in Table 1:
Table 1: Applications applicability
APPLICATION PRIMARY MIDDLE SECONDARY
VISUAL MATH Yes Yes
NUMBERS Yes Yes Yes
GEOMETRY Yes Yes
CALCULUS Yes
PROBABILITY Yes Yes
APPLYING
MATH
Yes Yes Yes
MATH GAME Yes Yes Yes
8 Benefits for Teachers and Students
 It’s a new model of knowledge sharing to the students with variety of tools to learn
effectively at their own pace.
 For example: using GOOGLE FORM allows Teachers to quickly create test and submit
the Students response immediately.
 Teachers and Students can access a variety of modern teaching and learning tools.
 Online attendance, Class recordings creates more accountability for learners and
Educators.
9 Scope for Further Research
This study we identified following scope for research areas:
1. Current Issues and Trends in Mathematics Education
2. Technological Pedagogical Content Knowledge
3. Concepts and Principles of different medias in Mathematics Classroom
4. Building Manipulative-Interactive Media with Application
5. Exploring Three-Dimensional Space with Application
6. Building Digital Activity with Application
7. Game for Mathematics Teaching
8. Digital Math Environment
9. Assessment in Mathematics Learning using Social medias.
10 Conclusion
Current COVID-19 pandemic has given new ways of Teaching and Learning processes,
the role of social media has completely transformed from the traditional technologies to new
generation tools. Students get more involved when their classes blended with technologies. It’s
clearly seen that; effective use of Social Media tools enhances teaching of Mathematics and
improves students’ involvement.
11 Acknowledgment
We thank all our Faculty members, Math’s Educators of various schools in Chennai and our
students and other anonymous reviewers for their valuable comments on our draft paper.
12 Disclosure statement
No potential conflict of interest was reported by the authors.

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