Factors Influencing the Usage of Interactive Action Technologies in Mathematics Education: Insights from Hungarian Teachers' ICT Usage Patterns

Abstract

Mathematics instruction requires interactive action technologies like dynamic geometry. Our research question was: What distinguishes mathematics teachers who use action software frequently from those who use general ICT technologies but action tools less often and those who use ICT technologies rarely? We examined Hungarian mathematics teachers' attitudes toward ICT, perceived ICT literacy and pedagogical competence, and beliefs about the role of digital tools in mathematical problem-solving. We categorized 349 Hungarian mathematics teachers by ICT use using a Likert scale. Three groups were frequent action tool users, frequent general target tool users but infrequent action technique users, and infrequent ICT tool users. Infrequent technology users scored lowest in all categories. The only stable and significant difference between frequent action software users was their technology attitude.