Knowledge Resource · Open access
Research Summary: Technology integration in basic school mathematics instruction: exploring teachers’ perceptions, readiness, and challenges
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 2 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
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.
Why it matters
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.
Key insights
- Technology is increasingly recognized as a catalyst for improving mathematics teaching and learning.
- Technology integration in basic school classrooms, especially in developing contexts, remains inconsistent.
- Teachers often face pedagogical and contextual constraints that impede technology integration.
- The study examined teachers' perceptions of incorporating technology into mathematics instruction.
- It assessed teachers' readiness for technology integration.
- It explored challenges influencing the implementation of technology in teaching.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1952626
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- Verification ID
- ASA-EXE-2026-01029
- Version
- v1.0 · r0
- Issued
- 2 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Technology integration in basic school mathematics instruction: exploring teachers’ perceptions, readiness, and challenges
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.