LiteratureReview_BinodChaudhary_medmath2023.pptx

1. Kathmandu University School of Education(KUSOED)
Department of STEAM Education, Mathematics
Hattiban, Lalitpur, Nepal
Presentation on
Prepared by:
Binod Kumar Chaudhary
M.ED. Mathematics Scholar
2nd Semester, 2024
Asst. Prof. Indra Mani Shrestha &
Mr. Sandip Dhungana
Course Facilitator:
Research Methodology EDUC 509
07 March, 2024
Literature Review:
Thematic Review;
Theoretical Review;
Empirical review &
Policy Review

2. Outline
 Literature View
 Thematic Review
 Theoretical Review
 Empirical review &
 Policy Review

3. The literature review indicates that
there are discussions in the
literature relevant to the topic what
I had chosen.

4. The literature may act as secondary source of data. Components:
 Thematic Review;
 Theoretical Review;
 Empirical review &
 Policy Review
The literature review

5. Thematic Review
ICT in Teaching and Learning:
ICT is a device that complements the process of teaching-learning and embraces the guarantee of
new way out to all educational problems (Oduma & Ile, 2014, Das, 2019).
The ICT advancement has been anticipated to help meet up with the necessities of the education
system (Chao, 2015, Das, 2019). Prytherch (2000) opined that ICTs are networks which make available
the latest prospects for learning, training and teaching through digital delivery content.

6. Thematic Review…
ICT in Mathematics Teaching and Learning:
Baya’a and Daher (2013) stated that ICT tools integration into mathematics teaching and learning
afford teachers with effective methods that arouse students' interest to be active and autonomous in
learning.
The ICT application in the teaching-learning of mathematics has conveyed a new knowledge for
both the learners and educators in various countries (Mazana, Montero & Casmir, 2018). Technology is
indispensable in teaching mathematics (Ittigson and zewe,2003 as cited in Alata,2017). They further
added that ICT assists the students in understanding basic concepts in mathematics and improves how
mathematics is taught or handled in schools.
Agyei and Voogt (2011) affirmed that the ICT resources utilization encourages students to search
and comprehend concepts of mathematics thereby advancing the students' problem-solving skills and
thinking of higher order. These ICT tools offer students a good learning ground for representing
mathematics various concepts and the procedures that will assist them in gaining a deeper knowledge
of mathematics concepts (Baya’a & Daher, 2013).

7. Thematic Review…
Barriers of integrating ICT in Mathematics Teaching and Learning:
Despite the numerous benefits and advantages of the incorporating ICT in the mathematics
teaching, there are still some problems being encountered by the mathematics teachers when applying
the ICT. Mazana, Montero & Casmir (2018) argued that there are several challenges hampering effective
mathematics teaching such as graphical visualization tools, scarcity of textbooks and references; models
and insufficient students support due to classrooms congestion. Some of the problems are lack of
technical support, reduced teaching time in the classroom, lack of trained manpower on the ICT tools
utilization, inadequate training on the ICT utilization, inadequate resources for students when they are
at home, government insensitivity toward the provision of ICT facilities and inadequate instructive
knowledge on applying this ICT to teach (Zakaria & Khalid, 2016).

8. Theoretical Review
Constructivism and ICT Tools :
ICT is a powerful design tool for learners to construct knowledge. Students act as craft designers
(Jonassen et al., 1993). ICT can be used as a tool to cultivate mathematical thinking. Computer
applications have been adapted or developed to facilitate critical thinking and high-level mathematical
learning. These tools enable learners to share and express what they know. ICT tools place students in
the designer's seat, allowing them to build their own understanding instead of interpreting the teacher's
understanding of the world. Researching information, structuring, and designing presentations, and
managing construction projects require critical and creative mathematical thinking skills.

9. Theoretical Review…
TPACK:
TPACK stands for Technological Pedagogical and Content Knowledge. It is a principle which
explains about the set of skills that instructors want to use to educate their students in a subject,
educate effectively, and use technology

10. Empirical Review
Timilsena (2017) did a study “Attitude of teachers toward ICT in teaching mathematics” to find
the existing situation and attitude of teachers towards ICT in relation to improve student’s
mathematical achievement and analyzed the effort of ICT in motivating students to learn mathematics.
This study adopted descriptive survey design and conducted in Surkhet district. The information was
collected by questionnaire. The result of this study showed that the school has sufficient ICT tool,
teachers have positive opinion towards the practices of e-learning in mathematics. All the teachers and
students agreed that the ICT tools are very useful for high achievement as well as higher study.

11. Research Gap
Much research has been conducted on the use of ICT tools, their
benefits, teachers' perception of ICT tools, factors influencing the use of
ICT, and the barriers of using ICT tools in relation to mathematics teaching
and learning. During and after pandemic situation of COVID-19, ICT tools
have been used a lot in educational activities as is used in mathematics
teaching and learning. So, the Impact Assessment of using ICT tools on
mathematics learning experiences of students have been included in this
research. What ICT tools can support the mathematics teaching and learning
process in context of our country has been explored in detail. Unlike other
studies, it focuses on the impact assessment of using ICT tools on learning
experiences of the students.

12. Policy Review
ICT in Education Master Plan (2013):
Purpose: To expand equitable access to education, enhance education quality, reduce the digital divide,
and improve service delivery.
Components:
Infrastructure: Provision of computers, multimedia in classrooms, and connectivity programs.
Human Resource Development: Training ICT teachers, mentors, and content developers.
Teacher Competency Framework (2016):
Objective: To guide teacher preparation, licensing, selection, and development.
ICT-Specific Provisions:
Teachers should be competent in selecting and using instructional strategies with appropriate ICT
integration.
Designing materials and acting professionally with respect to ICT.

13. Policy Review…
Strategic Interventions (ICT in School Sector Development Plan, 2016-2023):
Focus: Improving the quality of ICT education.
National Information and Communication Technology Policy (2015):
Guiding Principles:
Promoting ICT literacy and skills.
Encouraging research and development in ICT.
Ensuring equitable access to ICT services.

14. Policy Review…
These policies emphasize the importance of integrating ICT
effectively into Nepal’s education system, ensuring quality
education, and bridging digital gaps. Researchers and policymakers
can refer to these documents for further insights and
implementation strategies

15. Thank You !!!