Teaching Mathematics in Early Childhood Education with ICT: The Views of Two Contrasting Teachers’ Groups

Abstract

Mathematics in Early Education with ICT: The Views of Two Contrasting Groups. ABSTRACT The aim of this study is to compare the views of preschool teachers using ICT to those who do not, on the basis of the benefits and the barriers that ICT bring in teaching and learning mathematics. Twenty preschool teachers took part in this study: nine who do not use ICT and eleven, who do use them for teaching mathematics. Data were collected with semi-structured interviews and analyzed using the thematic content analysis method. Results indicate that preschool teachers, who use ICT in teaching mathematics, teach mathematical concepts such as spatio-temporal, orientation, classification, matching, serializations, quantities, mathematical operations, patterns, comparisons, volume, shapes, and size. Moreover, despite the benefits of ICT observed by teachers of both groups, but mainly from the one using ICT, the overall use of ICT in the teaching of mathematics is obsoleted. The main barriers of ICT integration, according to preschool teachers are the lack of training on its integration and the role during the teaching of mathematics. Implications for in-service teacher training and educational policy are discussed. the educational process. This research study seeks to provide insight into the reasons behind the low integration of ICT in the teaching of mathematics.