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It has been suggested that, when used in conjunction with appropriate teaching methods, online technologies have the potential to address some of the challenges associated with mathematics education by facilitating realistic, problem-solving, and collaborative methodologies to teaching and learning, thereby providing coherency and context for the mathematics. Several authors contend, however, that while the use of technology in the mathematics classroom is increasing, the outcomes do not always match the technology's potential to improve educational experiences. This research summarizes the general aspects of current scientific research on the use of technologies in mathematics instruction. A classification is constructed and applied, resulting in a snapshot of the current state of the field. Furthermore, the classification conclusions provide a prism through which future research might be viewed.
A review of relevant research is offered to provide background for the study, which is divided into two parts: challenges that digital technologies may be able to assist with, and what we may consider excellent practice. Many of the concerns raised in the previous segment can be addressed by incorporating new technologies into mathematics education, such as developing new ways for students to build and begin engaging with mathematical understanding, incorporating the subject into meaningful aspects, and restoring students' ability to establish purpose. In addition to their processing power, advanced methodologies can improve cooperation and place a larger emphasis on practical aspects of research through modelling, visualization, modification, and the presenting of increasingly complex scenarios.
As a result, the use of technology in mathematics education is becoming increasingly important in international policy and curriculum. Growing awareness of technology's potential to modify aspects of mathematics education has fueled the view that inquiry and concern, rather than memorizing of a list of facts and processes, should be at the heart of the discipline in schools. It's critical to consider the types of improvements in reading instruction that can be achieved via the use of technology and to plan initiatives accordingly. A historical examination of the early usage of technology in mathematics education reveals diametrically opposed learning approaches that resulted in systems that are drastically dissimilar. A shift in educational technique and student learning experience is required to establish an environment that promotes students to use technologies in an inquiry-based, constructivist manner, and this is mostly dependent on instructors' actions and attitudes. Many schools have traditionally employed a behaviorist approach to mathematics education, which is manifested in didactic teaching methods that priorities process over comprehension and rote memorization over reading.