Digital Tools in Mathematics Classrooms: Norwegian Primary Teachers’ Experiences

Authors

  • Maria Fjærestad Oslo Metropolitan University
  • Constantinos Xenofontos Oslo Metropolitan University

DOI:

https://doi.org/10.37119/ojs2025.v30i1.807

Abstract

This article explores the integration of digital tools in Norwegian primary school mathematics classrooms, focusing on teachers’ experiences. With the increasing use of technology in education, digital tools have the potential to enhance mathematics instruction by enabling personalised learning, increasing student engagement, and offering dynamic ways to visualise mathematical concepts. However, these tools also present challenges, such as the potential for student distraction and a lack of teacher confidence in using technology effectively. Using a collective case-study approach, we conducted semi-structured interviews with eleven mathematics teachers to examine how digital tools impact student learning, instructional practices, and the nature of mathematics education. The findings reveal both the potential of digital tools to foster differentiated learning and their limitations, including concerns about over-reliance on technology and difficulties in maintaining classroom focus. This study contributes to the ongoing conversation about digitalisation in education, offering insights into the practical realities teachers encounter and recommendations for optimising the use of digital tools in mathematics classrooms.

Keywords: digital tools, teachers’ experiences, didactical tetrahedron, Norway

 

A top-down view of a shared workspace with multiple laptops, notebooks, and other office supplies scattered across a wooden table. Several people are working on their laptops, using smartphones, writing notes, or handling external storage devices. The table also has a teapot, cups, water bottles, and a bowl of pistachios, indicating a casual and collaborative environment.

Downloads

Published

2025-03-12

Issue

Vol. 30 No. 1 (2025): Winter 2025

Section

Articles

License

Copyright (c) 2025 Maria Fjærestad, Constantinos Xenofontos

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).