Explored Jordanian Math Teacher’s Practices, and Belief Change in implementing mobile applications in education

Khaled Ahmed Aqeel Alzubi


The aim of This study explored Jordanian math teachers’ beliefs, practices, and belief change in implementing mobile applications in education Learning mathematics is a major focus of educational institutions at all levels and technology has long been an important teaching tool in the field of mathematics. Multiple sources of qualitative data were generated including metaphors, lesson plans and interviews with 17 math teachers. Although teachers considered Implementing mobile applications in education as an effective method that benefit student learning and they demonstrated progress in changing their beliefs moving from subject to didactic dimension through Implementing mobile applications in education, their practices remained partially aligned with their perceived belief changes. This discrepancy could be attributed to several encountered challenges, including teachers’ lack of confidence, difficulty in facilitating student collaboration, structural constraints, additional workload, and the lack of school and peer support. Results suggest the need for different types of “problems” and approaches such as more direct instruction, and higher feasibility in teachers’ autonomy when Implementing mobile applications in education. Outcome of this study has a few implications. First, discrepancy between belief and practice of implementing mobile applications. identified in this study suggests that appropriate and sufficient professional development activities are needed. The MOE and schools in Jordan should further articulate policy goals and standards that facilitate student-centered approaches for teachers. System and institutional supports such as reducing teachers’ workload, providing sufficient time for students’ activities during implementing mobile applications. sessions and for teachers’ collaboration, and involving both students and teachers in defining.


Math teacher’s beliefs; teacher’s practices; belief change; implementing mobile applications in education.

10.15548/jt.v28i1.672 Abstract view : 35 times PDF : 24 times

Full Text:



Abramovich, S. (2013). Computers in mathematics education: An introduction. Computers in the Schools, 30(1–2), 4–11.

Ahonen, E., Pyhältö, K., Pietarinen, J., & Soini, T. (2014). Teachers’ professional beliefs about their roles and the pupils’ roles in the school. Teacher Development, 18(2), 177–197.

Al Said, R. S., Du, X., ALKhatib, H. A. H., Romanowski, M. H., & Barham, A. I. I. (2019). Math teachers’ beliefs, practices, and belief change in implementing problem-based learning in Qatari primary governmental school.

Baki, A., Kosa, T., & Guven, B. (2011). A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualisation skills of pre-service mathematics teachers. British Journal of Educational Technology, 42(2), 291–310.

Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764.

Brinkmann, S., & Kvale, S. (2005). Confronting the ethics of qualitative research. Journal of Constructivist Psychology, 18(2), 157–181.

Burridge, P., & Carpenter, C. (2013). Expanding pedagogical horizons: A case study of teacher professional development. Australian Journal of Teacher Education, 38(9), 2.

Chaamwe, N. (2010). Notice of Retraction: Integrating ICTs in the Teaching and Learning of Mathematics: An Overview. 2010 Second International Workshop on Education Technology and Computer Science, 1, 397–400.

Dias, L., & Victor, A. (2017). Teaching and learning with mobile devices in the 21st century digital world: Benefits and challenges. European Journal of Multidisciplinary Studies, 2(5), 339–344.

Dole, S., Bloom, L., & Doss, K. K. (2017). Engaged learning: Impact of PBL and PjBL with elementary and middle grade students. Interdisciplinary Journal of Problem-Based Learning, 11(2), 9.

Du, X. (2012). A proposal of task-based PBL in Chinese teaching and learning. In Exploring task-based PBL in Chinese teaching and learning (pp. 36–61). Cambridge Scholars Press.

... & Chaaban, Y. (2020). Teachers’ Readiness for a Statewide Change to PjBL in Primary Education in Qatar. Interdisciplinary Journal of Problem-Based Learning, 14(1), n1.

... Su, L., & Liu, J. (2013). Developing sustainability curricula using the PBL method in a Chinese context. Journal of Cleaner Production, 61, 80–88.

Fletcher, G. J., Simpson, J. A., & Thomas, G. (2000). Ideals, perceptions, and evaluations in early relationship development. Journal of Personality and Social Psychology, 79(6), 933.

Frambach, J. M., Driessen, E. W., Chan, L.-C., & van der Vleuten, C. P. (2012). Rethinking the globalisation of problem-based learning: How culture challenges self-directed learning. Medical Education, 46(8), 738–747.

Fullan, M. (2014). Teacher development and educational change. Routledge.

Galligan, L., Loch, B., McDonald, C., & Taylor, J. A. (2010). The use of Tablet and related technologies in mathematics teaching. Australian Senior Mathematics Journal, 24(1), 38–51.

Grant, M. M., Tamim, S., Brown, D. B., Sweeney, J. P., Ferguson, F. K., & Jones, L. B. (2015). Teaching and learning with mobile computing devices: Case study in K-12 classrooms. TechTrends, 59(4), 32–45.

Gürsul, F., & Keser, H. (2009). The effects of online and face to face problem based learning environments in mathematics education on student’s academic achievement. Procedia-Social and Behavioral Sciences, 1(1), 2817–2824.

Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-Based Learning, 1(1), 4.

Hohenwarter, M., & Lavicza, Z. (2007). Mathematics teacher development with ICT: Towards an International GeoGebra Institute. Proceedings of the British Society for Research into Learning Mathematics, 27(3), 49–54.

Hollerbrands, K. F. (2007). The role of a dynamic software program for geometry in the strategies high school mathematics students employ. Journal for Research in Mathematics Education, 38(2), 164–192.

Kazemi, F., & Ghoraishi, M. (2012). Comparison of problem-based learning approach and traditional teaching on attitude, misconceptions and mathematics performance of University Students. Procedia-Social and Behavioral Sciences, 46, 3852–3856.

Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427–443.

Kolmos, A., Du, X., Dahms, M.-L., & Qvist, P. (2008a). Problem Based Master in Problem Based Learningin Engineering and Science at Aalborg University.

... (2008b). Staff development for change to problem based learning. International Journal of Engineering Education, 24(4), 772–782.

Korenova, L. (2012). The use of A digital environment for developing the creativity of mathematically gifted high school students. 12th International Congress on Mathematical Education, Seoul, Korea.

Korthagen, F. A. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106.

Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. sage.

Laius, A., Kask, K., & Rannimäe, M. (2009). Comparing outcomes from two case studies on chemistry teachers’ readiness to change. Chemistry Education Research and Practice, 10(2), 142–153.

Lakoff, G., & Johnson, M. (2008). Metaphors we live by. University of Chicago press.

Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: Redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2), 2.

Leong, K. E. (2013). Impact of Geometer’s Sketchpad on Students Achievement in Graph Functions. Leong, KE (2013). Impact Of Geometer’s Sketchpad On Students Achievement In Graph Functions. Malaysian Online Journal of Educational Technology, 1(2), 19–33.

Li, Q. (2007). Student and teacher views about technology: A tale of two cities? Journal of Research on Technology in Education, 39(4), 377–397.

Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215–243.

Liljedahl, P. (2008). Teachers’ beliefs as teachers’ knowledge. Symposium on the Occasion of the 100th Anniversary of ICMI, Rome. Retrieved August, 17, 2008.

Liljedahl, P., Rolka, K., & Rösken, B. (2007). Belief change as conceptual change. European Research in Mathematics Education V. Proceedings of CERME5, 278–287.

Löfström, E., & Poom-Valickis, K. (2013). Beliefs about teaching: Persistent or malleable? A longitudinal study of prospective student teachers’ beliefs. Teaching and Teacher Education, 35, 104–113.

Mihaela, V., & Alina-Oana, B. (2015). (When) teachers’ pedagogical beliefs are changing? Procedia-Social and Behavioral Sciences, 180, 1001–1006.

Moesby, E. (2004). Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL). World Transactions on Engineering and Technology Education, 3(2), 269–278.

Namey, E., Guest, G., Thairu, L., & Johnson, L. (2008). Data reduction techniques for large qualitative data sets. Handbook for Team-Based Qualitative Research, 2(1), 137–161.

Norman, G. R., & Schmidt, H. G. (2000). Effectiveness of problem-based learning curricula: Theory, practice and paper darts. Medical Education, 34(9), 721–728.

Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139–158.

Patton, M. Q. (2014). Qualitative evaluation and research methods: Integrating theory and practice. Sage Publications.

Said, Z. (2016). Science education reform in Qatar: Progress and challenges. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2253–2265.

Savin-Baden, M. (2003a). Disciplinary differences or modes of curriculum practice? Who promised to deliver what in problem-based learning? Biochemistry and Molecular Biology Education, 31(5), 338–343.

... (2003b). Facilitating problem-based learning. McGraw-Hill Education (UK).

Schoenfeld, A. H. (2016). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics (Reprint). Journal of Education, 196(2), 1–38.

Sungur, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307–320.

Talmy, S. (2010). Qualitative interviews in applied linguistics: From research instrument to social practice. Annual Review of Applied Linguistics, 30, 128.

Tamim, S. R., & Grant, M. M. (2013). Definitions and uses: Case study of teachers implementing project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 3.

Thomas, K., & Muñoz, M. A. (2016). Hold the phone! High school students’ perceptions of mobile phone integration in the classroom. American Secondary Education, 44(3), 19–37.

Törner, G. (2002). Mathematical beliefs—A search for a common ground: Some theoretical considerations on structuring beliefs, some research questions, and some phenomenological observations. In Beliefs: A hidden variable in mathematics education? (pp. 73–94). Springer.

Wu, H.-P., Palmer, D. K., & Field, S. L. (2011). Understanding teachers’ professional identity and beliefs in the Chinese heritage language school in the USA. Language, Culture and Curriculum, 24(1), 47–60.

Zhao, X., Wan, X., & Okamoto, T. (2010). Adaptive content delivery in ubiquitous learning environment. 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education, 19–26.

Zhou, C., Kolmos, A., & Nielsen, J. F. D. (2012). A problem and project-based learning (PBL) approach to motivate group creativity in engineering education. International Journal of Engineering Education, 28(1), 3–16.

DOI: https://doi.org/10.15548/jt.v28i1.672


  • There are currently no refbacks.

Copyright (c) 2021 Al-Ta lim Journal

View Stats
Al-Ta’lim Journal published by Faculty of Islamic Education and Teacher Training UIN Imam Bonjol Padang

Al-Ta'lim Online Journal
Print ISSN 1410-7546 Online ISSN 2355-7893

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.