Technology integration in basic school mathematics instruction: exploring teachers’ perceptions, readiness, and challenges

A study in basic school mathematics instruction explored teachers' perceptions, readiness, and challenges regarding technology integration, particularly in developing contexts. Despite the recognized benefits of technology for teaching and learning, its consistent integration into classrooms is hindered by pedagogical and contextual constraints faced by educators. The research used a mixed-method approach involving 150 mathematics teachers.

The inconsistent integration of technology in education, particularly in foundational subjects like mathematics, indicates a systemic gap in leveraging modern tools for improved learning outcomes. Addressing the identified pedagogical and contextual constraints is crucial for developing robust educational frameworks that prepare students for a technologically advanced future.

Technology is increasingly recognized as a catalyst for improving mathematics teaching and learning.

Forward consideration, not a verified fact.