Fan Lianghuo, Luo Jietong, Xie Sicheng, Zhu Fangchun, Li Shuhui
East China Normal University, 500 Dongchuan Road, Shanghai, 200241 China.
University of Southampton, Southampton, UK.
ZDM. 2022;54(3):611-624. doi: 10.1007/s11858-022-01363-5. Epub 2022 Apr 29.
Due to rapid social and economic development in China over the last three decades, information and communication technologies (ICTs) have become increasingly available in Chinese classrooms and families. However, there is a lack of research regarding Chinese students' use of ICTs in mathematics learning. In this study, we examined how Chinese students access, use, and perceive ICTs in learning mathematics. To this end, a conceptual framework for ICTs and the role of ICTs in students' learning of mathematics was established. Using a mixed-methods approach, we collected data from 223 students in four randomly selected secondary schools in Shanghai through a questionnaire survey, followed by classroom observations and interviews with students and teachers. The results revealed that various ICTs are widely accessible in Shanghai classrooms and students overall have a positive view about the role of ICTs in their mathematics learning, especially in problem solving and in learning geometry. When learning mathematics at home, students used handheld technological devices more frequently than non-portable devices. Furthermore, there were significant differences between different students in terms of school performance levels, grade levels, and genders in their use of ICTs in learning mathematics. In particular, students from high-performing schools had more access to various ICTs but used them less frequently than their peers from ordinary schools. Suggestions and implications of the findings are discussed at the end of the paper.
The online version contains supplementary material available at 10.1007/s11858-022-01363-5.
在过去三十年里，由于中国社会经济的快速发展，信息通信技术（ICTs）在中国的课堂和家庭中越来越普及。然而，关于中国学生在数学学习中使用信息通信技术的研究却很匮乏。在本研究中，我们考察了中国学生在数学学习中如何获取、使用和看待信息通信技术。为此，我们建立了一个关于信息通信技术及其在学生数学学习中作用的概念框架。我们采用混合研究方法，通过问卷调查从上海四所随机选取的中学的223名学生那里收集数据，随后进行课堂观察，并对学生和教师进行访谈。结果显示，上海的课堂中各种信息通信技术广泛可得，学生总体上对信息通信技术在他们数学学习中的作用持积极看法，尤其是在解决问题和学习几何方面。在家学习数学时，学生使用手持技术设备的频率高于非便携式设备。此外，不同学生在数学学习中使用信息通信技术方面，在学业成绩水平、年级和性别上存在显著差异。特别是，来自成绩优异学校的学生有更多机会接触各种信息通信技术，但使用频率低于普通学校的同龄人。论文结尾讨论了研究结果的建议和启示。
在线版本包含可在10.1007/s11858-022-01363-5获取的补充材料。
