The Use of ICT Tools in Mathematics: A Case-control Study of Best Practice in 9 th Grade Classrooms

Steinar Thorvaldsen, Lars Vavik, Gavriel Salomon

    Research output: Contribution to journalArticlepeer-review


    Results are reported from a study in which teachers' views of highly achieving ninth grade classes in Norway (KappAbel national competition winners) were compared with teachers' views of average achievement classes with regard to the use of information and communication technologies (ICT) and pedagogical practices. The main purpose of the study was to answer the following questions: What differential role does ICT play in the two kinds of classes as it relates to learning performance in mathematics, and how does the use of ICT relate to teachers' reported views and pedagogical practices? The key findings of the study are the following: First, KappAbel teachers were more likely to have studied math at universities whereas the control teachers were more likely to have studied at colleges. Second, KappAbel teachers were more likely to emphasize reasoning-oriented as compared with instrumental- or rule-oriented teaching of mathematics. Third, KappAbel teachers do perceive weaker general effects of ICT in relation to learning than control teachers; however subject specific ICT tools like spreadsheets are more used for purposes of exploration and research than in control classes. It is the teacher-guided student activity that makes the difference.

    Original languageEnglish
    Pages (from-to)213-228
    Number of pages16
    JournalScandinavian Journal of Educational Research
    Issue number2
    StatePublished - Apr 2012

    Bibliographical note

    Funding Information:
    This paper is a part of a research project on Education, Curriculum & Technology financed by support from The Research Council of Norway.


    • ICT
    • digital tools
    • mathematics teaching
    • spreadsheet

    ASJC Scopus subject areas

    • Education


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