Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021

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A Study on the Role of Digital Gadgets in transformation of
Traditional Learning to Digital Learning in Mathematics
THEME: Science and Technology for Innovation and Sustainable India
SUB-THEME: Advantages of Digital Gadgets in Teaching –Learning Process
Dr. C.V. Suresh Babu1
, S. Deepika2
1
Professor, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 98402 37456
dr.c.v.suresh.babu@gmail.com
2
M.Ed. Student, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 6382 207 391
sarveshrenu812@gmail.com
PAPER PRESENTATION FOR TEACHERS
10-02-2021

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Abstract
This paper will present the design of an empirical study on the impact of the Digital Gadgets
in school 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 used to attend various activity
to show their involvement. The study also attempt to reveal the various contribution rendered
by current Digital Gadgets tools in improving the quality of education.
KEYWORDS: Apps, Digital Gadgets, Integrated learning, Pedagogy, Technology,

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1 Introduction
The incorporation of Digital Gadgets 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. Digital Gadgets 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 Digital Gadgets tools in the
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:
 Digital Gadgets has a lot to offer students as many researches shows that with
Technology-based activities students are more likely to experiment and take risks than
without Digital Gadgets.
Effective technology can even promote student’s innovative skills and allow creating and
manipulating their own presentations. For their part, dynamic geometry’s applications help the
student to visualize and experience the associated processes through interactive changes that
favour the exploration of all possibilities. Digital Gadgets resources are programming
environments that develop language and mathematical thinking among learners and educators
and also encourage the ability to solve problems.
2 Rationale background
Today, Digital Gadgets are been used in schools as a separate entity, instead, schools
must have an integrating Digital Gadgets into the learning and teaching processes particularly
in Mathematics for effective understanding.
Primary Objective:
 To study the effective Digital Gadgets practices 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 Digital Gadgets is 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

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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 Digital
Gadgets 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 Digital Gadgets
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 Digital Gadgets 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
Digital Gadgets into learning and teaching process. (Afolake & Shittu, 2005; Palmer, 2003).
The technologies have a favourable impact for Educators and students. (Rafiza & Maryam,
2013). Digital Gadgets 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).
4 Research Design
4.1. Research Hypothesis
 Null Hypothesis: There is no significant change in teaching with Digital Gadgets for
secondary education. Learners and educators are well trained in their own technology.
 Simple Hypothesis: If we integrate Digital Gadgets in teaching mathematics, the
performance of the students will increase significantly.
 Independent Variable: Using of Digital Gadgets
 Dependent Variable: Responses from the students.
 Complex Hypothesis: Integrate Digital Gadgets in teaching mathematics and learning
mathematics are well occupied in efficient use of digital tools virtually.
i. Teachers can gain the attention of the students
ii. Immediate responses from the learners
iii. Motivate the students to engage with mathematical education
 Null Hypothesis: There is no significant change in teaching with Digital Gadgets for
secondary education.
 Alternative Hypothesis: When schools reopen expecting the same environment with
all technologies, we can lead the students with proper intensions.

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 Logical Hypothesis: Integration of Digital Gadgets in teaching mathematics improves
the performance of the learners and motivate by the educators creative and innovative.
 Alternative Hypothesis: The frequency of the use of Digital Gadgets in secondary
education depends up on the length of teaching and learning practice.
H1: Using of Digital Gadgets has an impact on education improvement of secondary
school students.
H2: Using of Digital Gadgets has an impact to increase the motivation among
secondary students.
H3: Using of Digital Gadgets students are requested to frame own question-making
skills in secondary education.
4.2. Research questions:
1. Does the length of teaching of the teacher at the secondary schools influence the use
of Digital Gadgets?
2. Is there any gaps between the learners and educators?
3. With the use of Digital Gadgets the educational level stay same or increase or
decrease?
4. Does the teacher skill set like subject or availability on the usage of Digital Gadgets?
5 Samplings
Simple Random sampling:
 Within a selected school a Radom Roll of students in the target population,
Grade: 8 attendance of registers are obtained for all students in the defined
target. Commence by placing the number in 10 and select the students.
Systematic sampling:
 Sampling from a population list of approximately 10 school students. The list
is divided into 5 classes in different grade of around 10 students each. In each
section the list is ordered by the performance in education. If we sample every
10th individual in grade, this will most likely not provide an entire school
population.
Stratified sampling:
 The population for this study consisted of all students in CBSE in south
central zone of Tamil Nadu. However, the target comprised the level of
students in the zone. Students were selected from school offering education
courses through a Stratified random technique. A sample size of 250 students
were captured for the research study.
Cluster sampling:
 Selecting the average reading level of all Eighth-graders in the city. There is
no overlap because each student attends only one school. The reading levels of
every 8-grader in the schools were test and selected randomly for sample.
(Grade: 8 students have same age limit).
Multi stage sampling:
 Collecting data from every Eight grader in the selected school, each school
collects sample randomly in Grade-8. After receiving the sample is much
smaller and easy to collect data.

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6 Technology driven modules
Recent Digital Gadgets provides 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.
7 Preliminary Findings
The impact of Digital Gadgets on the educational improvement shows that there is no
meaningful difference between using of Digital Gadgets in educational of boy and girl students
in term of gender.
8 Suggestions
The following are recent 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 students 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.
These apps and activities could be used in whole class, small group with independent
work scenarios. The various applicability of these applications are 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

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APPLYING
MATH
Yes Yes Yes
MATH GAME Yes Yes Yes
9 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.
10 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 Integrating Digital Gadgets 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 Digital Gadgets
Conclusion
Current COVID-19 pandemic have given new ways of Teaching and Learning processes,
the role of Digital Gadgets have 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 Digital Gadgets tools enhances teaching of Mathematics
and improves students’ involvement.
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.
Disclosure statement
No potential conflict of interest was reported by the authors.
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