Is Current Research Assisting the Implementation of Contemporary ICT in the Primary Mathematics Classroom?

Catherine Attard


The fast pace of development of ICT often results in primary teachers being expected to integrate new technologies effectively prior to the emergence of research findings that provide exemplars of best practice. This discussion paper explores contemporary research into ICT and primary school mathematics, and the issues that arise in relation to mobile technologies such as computer tablets in primary school classrooms. Although studies are beginning to emerge, this paper presents the argument that further research that would assist teachers in being prepared to teach mathematics with any technological tool would be more beneficial than working retrospectively to explore the use of specific devices that have already emerged in primary classrooms.


ICT; primary school; technology; best practice; Tablet; TPACK; SAMR

Full Text:



Aagaard, J. (2015). Drawn to distraction: A qualitative study of off-task use of educational technology. Computers & Education, 87, 90-97.

Attard, C. (2015). Introducing iPads into Primary Mathematics Classrooms: Teachers’ Experiences and Pedagogies. In M. Meletiou-Mavrotheris, K. Mavrou & E. Paparistodemou (Eds.), Integrating Touch Enabled and Mobile Devices into Contemporary Mathematics Education (pp. 197-217). Hershey, PA: IGI Global.

Attard, C. (2013a). Introducing iPads into Primary Mathematics Pedagogies: An Exploration of Two Teachers' Experiences. Paper presented at the Mathematics education: Yesterday, today and tomorrow (Proceedings of the 36th Annual conference of the Mathematics Education Research Group of Australasia, pp.58-65). Melbourne: MERGA

Attard, C. (2013b). "If I had to pick any subject, it wouldn't be maths": Foundations for engagement with mathematics during the middle years. Mathematics Education Research Journal, 25(4), 569-587.

Attard, C, & Curry, C. (2012). Exploring the use of iPads to engage young students with mathematics. Paper presented at the Mathematics education: Expanding horizons. Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia. (MERGA-35) (pp.75-82). Singapore: MERGA.

Bennison, A, & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. Mathematics Education Research Journal, 22(1), 31-56.

Cristol, D., & Gimbert, B. (2014). Academic achievement in BYOD classrooms. Journal of Applied Learning Technology, 4(1), 24-30.

Florida Center for Instructional Technology. (2005). Technology Integration Model. Retrieved 15 September, 2014, 2014, from

Guerrero, S. (2010). Technological pedagogical content knowledge in the mathematics classroom. Journal of Digital Learning in Teacher Education, 26(4), 132-139.

Herrington, J, Mantei, J, Herrington, A, Olney, I, & Ferry, B. (2008). New technologies, new pedagogies: Mobile technologies and new ways of teaching and learning. Paper presented at the Annual Australian Society for Computers in Learning in Tertiary Education Conference, Melbourne.

Hu, H., & Garimella, U. (2014). iPads for STEM teachers: A case study on perceived usefulness, perceived proficiency, intention to adopt, and integration in K-12 instruction. Journal of Educational Technology Development and Change, 7(1), 49-66.

Ingram, N., Williamson-Leadley, S., & Pratt, J. (2015). Showing and telling: Using tablet technology to engage students in mathematics. Mathematics Education Research Journal, 1-25,


Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technoogy and Teacher Education, 9(1), 60-70.

Larkin, K. (2015). The search for fidelity in geometry apps: An exercise in futility? In M.Marshman, V. Gieger, & A. Bennison (Eds.) Mathematics Education in the Margins (Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia, pp.341-348). Sunshine Coast: MERGA.

McGrath, J, Karabas, G, & Willis, J. (2011). From TPACK concept to TPACK practice: An analysis of the suitability and usefulness of the concept as a guide in the real world of teacher development. International Journal of Technology in Teaching and Learning, 7(1), 1-23.

Meletiou-Mavrotheris, M., Mavrou, K., & Paparistodemou, E. (2015) Preface. Integrating touch-enabled and mobile devices into contemporary mathematics education. (pp. xxxxvii). Hershey, PA: IGI Global

Mulqueeny, K., Kostyuk, V., Baker, R., & Ocumpaugh, J. (2015) Incorporating effective elearning principles to improve student engagement in middle-school mathematics. International Journal of STEM Education, 2(1), 1-14.

OECD (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing, Paris. DOI:

Orlando, J., & Attard, C. (2015). Digital natives come of age: the reality of today’s early career teachers using mobile devices to teach mathematics. Mathematics Education Research Journal, 1-15. doi:10.1007/s13394-015-0159-6

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.

Puentedura, R. (2006). SAMR. Retrieved July 16, 2013, from

Ravizza, S., Hambrick, D., & Fennm K. (2014). Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability. Computers & Education, 78, 109-114.

Selwyn, N., Potter, J., & Cranmer, S. (2009). Primary pupils' use of information and communication technologies at school and home. British Journal of Educational Technology, 40(5), 919-932.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. American Educational Research Journal, 15(2), 4-14.

Taneja, A, Fiore, V., & Fischer, B. (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age. Computers & Education, 82, 141-151.

van Oostveen, R, Muirhead, William, & Goodman, William M. (2011). Tablet PCs and reconceptualizing learning with technology: a case study in higher education. Interactive Technology and Smart Education, 8(2), 78-93.


Zhang, M., Trussell R., Gallegos, B., & Asam, R. (2015). Using math apps for improving student learning: An exploratory study in an inclusive fourth grade classroom. Tech Trends, 59(2), 32-39.



  • There are currently no refbacks.

Indexed by:


Southeast Asian Mathematics Education Journal
SEAMEO Regional Centre for QITEP in Mathematics
Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman
Yogyakarta, Indonesia
Telp. +62 274 889955

p-ISSN: 2089-4716 | e-ISSN: 2721-8546

Southeast Asian Mathematics Education Journal is licensed under a Creative Commons Attribution 4.0 International License

View My Stats

 Supported by: