This document discusses the impact of information and communication technology (ICT) on mathematics education, highlighting how ICT enhances teaching and learning practices. It identifies the perspectives of both teachers and students on the importance of technology in engaging students and developing their mathematical skills. The paper also explores various ICT tools and applications that can facilitate active learning and suggests areas for further research in the integration of ICT in mathematics classrooms.

1. Proceedings of the 9th
National Conference on Mathematics Education
NCERT, RIE Bhopal, 20th
- 22nd
December 2020
1
“The paradigm shift of ICT in Learning
and Teaching with respect to
Mathematical Education”
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 try to discuss about the ICT quality in school education with respect to mathematical
teaching and learning in schools. This study identifies the interest among students and find the causes for
the changes in their structure of learning. Students use to attend various activity to show their involvement.
The study also reveals the contribution rendered by ICT in improving the quality of education.
KEYWORDS: ICT, Technology, Apps, Pedagogy, Integrated learning.
1 INTRODUCTION
The incorporation of ICT 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. ICT 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 ICT 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:
 ICT 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 ICT.
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

2. of all possibilities. ICT 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, ICT are been used in schools as a separate entity, instead, schools must have an integrating
ICT into the learning and teaching processes particularly in Mathematics for effective understanding.
Primary Objective:
 To study the effective ICT 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
 ICT is the teaching of mathematics helps the students to create and interact. (Keong et al., 2005;
Neurath & Stephens, 2006).
 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).
 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).
 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).
 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).
 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).
 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 students potential in preparing for twenty first century life. (Ghavifekr et al., 2012).

3.  The strategies should be well thought by the educators to implement more interaction among
students. (Drew, 2011).
 Educators can also utilise the Google apps for teaching and learning in mathematics. (Suzana &
Khalid, 2014).
4 TECHNOLOGY DRIVEN MODULES
Recent ICT 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.
5 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, students 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 colored, 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
APPLYING MATH Yes Yes Yes
MATH GAME Yes Yes Yes
6 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.

4.  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.
7 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 ICT 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 ICT
8 CONCLUSION
Current COVID-19 pandemic have given new ways of Teaching and Learning processes, the role of
ICT 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 ICT
tools enhances teaching of Mathematics and improves students’ involvement.
9 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.
10 DISCLOSURE STATEMENT
No potential conflict of interest was reported by the authors.
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