The reality of the use of technology in teaching mathematics at the primary stage from the point of view of male and female teachers

Abstract

   The current research aims to identify the reality of the use of technology in teaching mathematics for the primary stage from the point of view of teachers, The researcher adopted the descriptive approach for her research, and in order to verify this, a questionnaire consisting of (30) paragraphs was prepared, which was randomly distributed to a sample of (350) teachers of mathematics affiliated with the education of Baghdad Governorate / Al-Rusafa II, which was applied in the second semester of the year 2021/2022 AD, (190) questionnaires were adopted, as the results showed that the reality of using technology in teaching mathematics for the primary stage from the teachers' point of view was weak, In addition to the absence of statistically significant differences between the average responses of mathematics teachers to the questionnaire on the use of technology in teaching mathematics in the first and second axes. As for the third axis, the results showed that there is a significant statistical difference that came with a level of significance (0.001), which states (Factors that have a relationship In the educational environment, which contributes to the teacher’s use of technology in teaching mathematics for the primary stage) and when we refer to the arithmetic mean values, we find that the difference is in favor of males, as it came with an arithmetic mean (26.59), while the arithmetic average for a female category came (25.33), In light of these results, the researcher presented some recommendations and proposals, the most important of which are providing financial support by the competent authorities to spend on developing the educational system, as well as purchasing devices that contribute to the application of technological programs, and conducting a comparative study between traditional education and technology in education