TEACHER READINESS AND ATTITUDES TOWARD DIGITAL TECHNOLOGY IN MATHEMATICS CLASSROOMS

Abstract

This study explores how digital technology is integrated into mathematics education, focusing on the views of secondary school mathematics teachers and using a quantitative research method through a survey. Descriptive and inferential statistical analyses were performed to examine the factors influencing technology adoption, identify its barriers, and suggest strategies for enhancement. The novelty of this study lies in its development of an integrated perspective that simultaneously examines teachers’ readiness, experiential background, and attitudes alongside systemic constraints such as training, resource availability, and institutional support within the context of mathematics education. However, challenges such as inadequate training, limited resources, and lack of institutional support impede effective implementation. Therefore, to overcome the issues, the study seeks the perceptions of 108 mathematics teachers in secondary schools using a questionnaire based on a 5-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). The study contributes to existing literature by offering empirical evidence on the interconnected nature of these factors and by proposing targeted, context-specific strategies to enhance digital integration in mathematics classrooms. Key recommendations include tailored professional development programs, the promotion of collaborative learning environments, and better infrastructure to equip teachers with the necessary skills and resources for smooth technological integration. By addressing the challenges, educators can foster more enriching teaching and learning experiences in mathematics, ultimately improving outcomes in the digital era.