Research Article

Teaching Mathematics in Early Childhood Education with ICT: The Views of Two Contrasting Teachers’ Groups

Artemis Eleftheriadi 1, Konstantinos Lavidas 2 * , Vassilis Komis 3
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1 Postgraduate student in Department of Educational Sciences and Early Childhood Education, University of Patras, GREECE2 Laboratory and Teaching Staff Department of Educational Sciences & Early Childhood Education University of Patras, GREECE3 Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, GREECE* Corresponding Author
Journal of Digital Educational Technology, 1(1), 2021, ep2103,
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The aim of this study is to compare the views of preschool teachers using ICT to those who do not, on the basis of the benefits and the barriers that ICT bring in teaching and learning mathematics. Twenty preschool teachers took part in this study: nine who do not use ICT and eleven, who do use them for teaching mathematics. Data were collected with semi-structured interviews and analyzed using the thematic content analysis method. Results indicate that preschool teachers, who use ICT in teaching mathematics, teach mathematical concepts such as spatio-temporal, orientation, classification, matching, serializations, quantities, mathematical operations, patterns, comparisons, volume, shapes, and size. Moreover, despite the benefits of ICT observed by teachers of both groups, but mainly from the one using ICT, the overall use of ICT in the teaching of mathematics is obsoleted. The main barriers of ICT integration, according to preschool teachers are the lack of training on its integration and the preschool teachers’ role during the teaching of mathematics. Implications for in-service teacher training and educational policy are discussed.


Eleftheriadi, A., Lavidas, K., & Komis, V. (2021). Teaching Mathematics in Early Childhood Education with ICT: The Views of Two Contrasting Teachers’ Groups. Journal of Digital Educational Technology, 1(1), ep2103.


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