Technology in the Teaching of Mathematics: An Analysis of Teachers’ Attitudes during the COVID-19 Pandemic

Eliseo Perante Marpa
7279 2590


One of the most significant events of the 21st century is the birth of modern technologies, specifically the development of electronic digital computers. Much more with the emergence of the new normal education, this technology's impact on science and business is very rampant. It is already affecting the educational enterprise in significant ways. Thus, the researcher conducted a study on teachers’ attitudes toward using technology in mathematics teaching the COVID-19 pandemic. The researcher used the descriptive methodology utilizing the adopted Mathematics and Technology Attitude Scale administered to the randomly selected participants to address this problem. The study results show that the attitudes of the mathematics teachers toward using technology in terms of behavioral engagement and confidence with technology are positive while strongly positive in terms of affective engagement. Results also indicate that male and female teachers differ significantly in their attitudes toward using technology in mathematics teaching. Males exhibit better attitudes than females. Along this line, it can be deduced that the use of technology in mathematics teaching bears relevance and significance to the mathematics teachers because they develop positive attitudes toward it. The study suggests that the Department of Education should undertake programs to enhance mathematics teachers' competencies and attitudes in using technology, considering the new modality of learning. Likewise, it is suggested that mathematics teachers should develop and strengthen a positive attitude towards learning and teaching with technology.


Technology, Mathematics classroom, Analysis, Teachers' attitudes, COVID-19, Pandemic

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Marpa, E. P. (2021). Technology in the teaching of mathematics: An analysis of teachers’ attitudes during the COVID-19 pandemic. International Journal on Studies in Education (IJonSE), 3(2), 92-102.



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International Journal on Studies in Education (IJonSE) - ISSN: 2690-7909

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International Society for Technology, Education and Science (ISTES)