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Literature Review

Destiny Burton

School of Teaching & Learning, Sam Houston State University

CIED 5383: Integrating current technologies in teaching

Dr. Melanie Kinskey

7/01/2022
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How can the use of technology increase student engagement in a math classroom?

In our world today technology is growing at a fast rate. Everyone is hooked to their phone

screens especially our students. When students enter the classroom, some are engaged, but

majority of our students are no longer engaged in school. Especially in math “…student motivation

to learn mathematics significantly declines” (Chao et al., 2016). This is because as students get

further in their education math gets harder and this cause some students to shut down. So being

aware of this as teachers we can make math more engaging for our students to help them

understand material better. Therefore, the purpose of the literature review is to look at what

research is saying about student engagement when technology is used in a math classroom. It will

also share different technology tools math teachers use to create more engagement in math.

Since students use technology in their day to day lives when they come to school and use

pencil and paper, they are not always engaged. Through research I have found that although

technology can improve student engagement it is not always the answer to improving all student’s

engagement. “In three studies, increased access to technology led to an increase in motivation to

use technology; however, use of technology did not always result in increased engagement on

academics, due to distractions” (Schuetz et al., 2018). When thinking about incorporating

technology into the lessons you have to look at all sides of it, and yes, distractions are one, but

when you set expectations and when the activity, they are doing is engaging to them then teachers

will not have to worry about distractions.

When we think about a math classroom or when we think back to our own math experience

it was filled with it was filled with lectures and worksheets. Then after that we have test or quizzes

to test our knowledge and from there the cycle repeats itself. “Students who previously lacked

engagement and motivation in school are finding excitement in game-based math apps” (Kebritchi,
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Hirumi, & Bai, 2010). This is the first way math teachers are using technology to increase

engagement within their students. “Teachers reported that students appeared to be eager to

participate with the iPad activities and that students showed increased interest in content during

intervention phases (iPad) and appeared disappointed when returning to baseline phases” (Schuetz

et al., 2018). When students are given the technology they use on a daily basis their mind shifts,

and when you bring math into their world of technology through games, they are able to have fun

and learn all at the same time. Sometimes students do not realize they are learning when they are

playing those math games. “In fact, some technology-based tools are so engaging, that students

forget they are learning mathematics, and are truly immersed in the game” (Kuhn & Dempsey,

2011).

The math games allow students to work at their own pace and even some of the programs

differentiate the material being presented to the student through the game. For instance, if the

student is struggling, they will have explanations to help the student or they will take it a step back

and work on the concept before that step. Then on the other hand if a student is mastering the

material the game will give them more challenging material. Teachers even start to notice that

“students using IXL “seemed to work more independently than the kids who were on paper

pencil.” (Schuetz et al., 2018).

“Mathematics is considered one of the most difficult subjects to master in school” (Chao et

al., 2016). So “Technology-based mathematics tools are making mathematics instruction

increasingly engaging” (Kuhn & Dempsey, 2011). The next technology tool that math teachers use

to engage their students are “… their real-world application, which allows students to practice

skills in meaningful contexts.” (Berry & Ritz, 2004). When students are able to connect to the

material, they are learning it allows them to have a deeper understanding. This concept also applies
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to math and can truly help the student understand that concept because in the real-world math is

everywhere and they use it every day. “When technology is used appropriately, it can influence

academic motivation” (Olsen et al., 2016). As an example. Fractions are always a hard concept but

when you tie it into baking students have a different outlook on fractions and realize they can

understand it. Teachers have also set their classroom up to simulate a grocery store and students

will “buy” items and when they get to the register they have to add and subtract decimals. This is a

fun way for students to learn and understand this concept because they have gone to the store

before and bought things, so now they have a connection to the lesson, and they are engaged.

In conclusion technology can increase students’ engagement and motivation in a math

classroom. Therefore, as teachers we do not have to change all our lessons to incorporate

technology but linking the concepts to real world applications will allow students to feel successful

in math. Lastly when using technology in math remember it “allow learners to interact with

mathematics in more practical, dynamic and contextualized ways through visualization, modelling,

and manipulation” (Bray and Tangney, 2017; Olive and Makar, 2010).

References
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Attard, C., & Curry, C. (2012). Exploring the Use of iPads to Engage Young Students with

Mathematics. Mathematics education research group of Australasia.

Attard, C., & Holmes, K. (2020). “it gives you that sense of hope”: An exploration of technology

use to mediate student engagement with mathematics. Heliyon, 6(1).

https://doi.org/10.1016/j.heliyon.2019.e02945

Chao, T., Chen, J., Star, J. R., & Dede, C. (2016). Using digital resources for motivation and

engagement in learning mathematics: Reflections from teachers and students. Digital

Experiences in Mathematics Education, 2(3), 253–277. https://doi.org/10.1007/s40751-016-

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Fabian, K., Topping, K. J., & Barron, I. G. (2018). Using mobile technologies for mathematics:

Effects on student attitudes and achievement. Educational Technology Research and

Development, 66(5), 1119–1139. https://doi.org/10.1007/s11423-018-9580-3

Georgiou, Y., & Ioannou, A. (2020). Developing, enacting and evaluating a learning experience

design for technology-enhanced embodied learning in math classrooms. TechTrends, 65(1),

38–50. https://doi.org/10.1007/s11528-020-00543-y

Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2017). Effects of technology in mathematics

on achievement, motivation, and attitude: A meta-analysis. Journal of Educational

Computing Research, 57(2), 283–319. https://doi.org/10.1177/0735633117748416

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M. Carr, J. (2012). Does math achievement h’app’en when iPads and game-based learning are

incorporated into fifth-grade mathematics instruction? Journal of Information Technology

Education: Research, 11, 269–286. https://doi.org/10.28945/1725

Olsen, A. K., & Chernobilsky, E. (2016). The effects of technology on academic motivation and

achievement in a middle school mathematics classroom.

Schuetz, R. L., Biancarosa, G., & Goode, J. (2018). Is technology the answer? investigating

students’ engagement in math. Journal of Research on Technology in Education, 50(4), 318–

332. https://doi.org/10.1080/15391523.2018.1490937

Watson-Huggins, J., & Trotman, S. (2019). Gamification and motivation to learn math using

technology. Quarterly Review of Distance Education, 20(4), 79-91.

Young, J., Gorumek, F., & Hamilton, C. (2018). Technology effectiveness in the Mathematics

Classroom: A systematic review of Meta-Analytic Research. Journal of Computers in

Education, 5(2), 133–148. https://doi.org/10.1007/s40692-018-0104-2