An exploratory case study of ICT integration in Mathematics teaching during the covid-19 pandemic

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)


Institute for Educational Development, Karachi


Information and Communication Technology (ICT) integration in education is crucial to generate support to teachers’ professional development and students’ learning skills. This study explores the experiences of secondary (classes 9 and 10) mathematics teachers' ICT integration in mathematics education during the Covid-19 pandemic. The exploration includes how the mathematics teachers integrated ICT in mathematics teaching to reach out to students living in the digitally divided context of Chitral; the barriers/challenges that they faced, the strategies that they used, and the lesson that they learned from this experience. For this purpose, data were collected and analyzed from two secondary mathematics teachers of two private schools of lower Chitral. Semi-structured interviews (individual), observations, and document review were used for data collection. Thematic analysis was used to analyze the collected data. The study's findings show that ICT integration as a tool or for concept building in mathematics has a positive impact on teaching and learning in mathematics. The findings also revealed that mathematics teachers had to overcome many barriers (faced by teachers internationally) and face many challenges to successfully integrate ICT, including the lack of resources, lack of training, lack of awareness among the parents about the importance of ICT, and technical issues. However, the results indicated that the first-order barriers (e.g. lack of resources, lack of training for teachers, lack of time etc.) to ICT were more difficult to deal with than the second-order barriers (e.g. teachers’ willingness, competence etc.). The results illustrated that the teachers held a constructivist approach which affects their way of teaching, and they see challenges as opportunities for learning. So, during the pandemic school closure, the teachers tried to reach out to the students and readily accepted adaptation and integration in their teaching. The findings showed that the teachers were motivated and desired to integrate ICT in teaching mathematics not only as a tool but for concept building and as a mode of teaching (online classes). The major barrier in this context was the first-order barrier which is also external to teachers. The use of USB drives, cable televisions, laptops, and smartphones were very helpful in reaching out to students during this emergency living in digitally divided areas. Thus, this study argues that for successful integration of ICT, the first-order barriers should be removed. The provision of proper ICT infrastructure, ICT resources (hardware, software, etc.), and facilitation would ensure the successful integration of ICT. The teachers should be provided proper training regarding what to integrate and how to integrate with mathematics education.

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