Teachers’ Perceptions toward Student Support in Using Information and Communication Technology in Mathematics Learning

This study examined mathematics teachers’ perceptions toward support for their students’ use of information and communication technology (ICT) for mathematics learning. An online questionnaire was constructed and administered among 410 mathematics teachers in Nepal, from primary to university levels. The data were analyzed with factor analysis and computation of composite scale variables, normality test, non-parametric tests of Mann Whitney U, Kruskal Wallis H tests, and a Generalized Linear Model Gamma function of power two. The findings indicated that teachers had a high perception of support for students using ICT for learning mathematics in terms of encouragement and adaptation to tools. The teachers’ perceptions of encouragement to students in using and adapting to ICT were statistically significantly different between teachers with computers or laptops in their classrooms and those who did not have them, teachers who had projectors in their classrooms and those who did not have them, and the types of schools they were teaching in (e.g., government schools vs. private schools).