CHAPTER – I

INTRODUCTION

1.0 Background

Nothing is permanent in the universe, except change. Everything is changing and

should change according to time. Today’s visible human brain, invisible mind,
unlimited consciousness, unpredicted intuition and mercurial cognition have been
evolved through a stringent pathway over the periods of time. It means there is nothing
but the consistent innovations in almost every aspect of human life that pushes us
leading towards a better future. Twenty first century is the era of science and technology
when artificial intelligence, machine learning, virtual learning and augmented reality
are taking space. So far as our education system is concerned, when we are shifting
from content to competency, knowledge to creativity, information to wisdom and
experience to experiment, subsequent shift in pedagogical processes has become an
indispensable and earnest need of educational set up. If teachers teach in the same way
as twenty years before, then it must be unproductive with respect to achieving current
educational goals. Especially, the teachers’ role should be envisioned as not mere a
knowledge disseminator rather as a knowledge constructor. For this, the Teacher
Education Institutions (TEIs) need to be refreshed and renewed so that it could
accommodate the changing demands within it. In other words, it should be taken great
care of that the educational institutions as well as the TEIs should not be deprived of or
remain far behind and unaware of the changing needs and advancements. So we must
visualize our education system to be at par with the latest evolutions and innovations.
To equip learners with the 21st century skills, our future teachers have to be well
operational and competent in the necessary teaching skills which are the genuine
demand and need of the hour.

On contrary, Traditional education system is characterized by mere

transmission of content to students; teacher-centric; methodologies emphasize
memorization and learner passivity without nurturing child’s creativity, skills and
abilities. But the dynamism of Education 4.0 has modulated teacher’s role as a
facilitator and co-learner. Now teachers’ role has become more challenging and multi-
tasking. The teacher has to prepare the future generation not only to adapt to the vast

1|Page
Chapter-I Introduction

changing work culture but also to adopt requisite skills to cope of with the change. For
this teachers need to have such tackling competencies in themselves. Teaching
competencies are the basic pre-requisite for a professional and effective teacher
preparation. Teaching competence in a subject includes subject knowledge,
pedagogical skills, attitude and values that help the teacher in successful and effective
transaction of subject matter to the students in the classroom. Now-a-days, teachers’
teaching competence is somehow the hybridization of their pedagogical skills,
technological competence and the set of skills required to integrate both pedagogy and
technology (techno-pedagogy) appropriately and productively in the class-room.

If we see through the lens of ICT applications in education, we will locate

numerous, versatile and wide spread advantages of it but when we visualize the same
in teacher education in particular, we would end up with very few like MOOCs, OERs
and DIKSHA portal etc. for school teachers. Specifically, to teach an abstract subject
like Mathematics to secondary school students is quite exigent and needs to put so much
of effort in orienting young teachers at pre-service level to imbibe all the requisite
competencies that make them efficient in dealing with learners of different learning
pace and style so that the envisioned goals of mathematics education can be achieved.
As teachers’ teaching competence directly influences the academic performance of
students, we must think diversely also to imbibe competency-based approach in teacher
education curriculum and enhance the basic competencies of our prospective teachers.
Hence, at present the researcher attempted to explore the correlation between a
predesigned competency-oriented training strategy integrated with dynamic and
versatile ICT tools and the Prospective teachers’ teaching competence in mathematics
so that evidence based suggestions could set onwards for teacher preparation
curriculum, policies and all stakeholders of it.

1.1 Teacher Education

Teacher education is the process of developing proficiency and competence in teachers,

enabling them to meet the current demands and challenges of effectively implementing
pedagogical innovations in the classroom (Lal, 2016). Teacher preparation institutions
are expected to guarantee sufficient supply of competent professional teachers to
schools through their PSTE and ISTE departments of proficiency improvement
programs (Darji and Lang-Wojtasik, 2014).

2|Page
Chapter-I Introduction

Pre-service or initial teacher education is crucial in preparing teachers to develop

pedagogic capacities and humane attitudes. This phase is essential for fostering the
skills and mindsets necessary for teachers to adapt to and thrive in diverse and inclusive
educational settings. The National Education Policy (NEP) 2020 emphasizes the shift
from rote memorization to a deep understanding of concepts, underscoring the need for
highly motivated, qualified, and trained teachers who can implement innovative
pedagogies in classrooms. The goal is to make learning a joyful and engaging
experience rather than an apprehensive one.

The quality of teachers is influenced by several factors, including their status,

salary, work conditions, and their educational and professional training (Bawane,
2021). These elements collectively determine the ability of teachers to provide quality
education and to stay motivated and committed to their profession. In summary, teacher
education is a vital process that prepares educators to effectively meet modern
educational demands. Ensuring high-quality teacher preparation programs and
addressing factors that influence teacher quality are crucial for the successful
implementation of innovative pedagogical strategies and for enhancing the overall
educational experience. The preparation of teachers is a multifaceted and demanding
task that requires actions from various perspectives (Anand and Sharma, 2014).
Teachers need to be equipped to meet the needs and expectations arising from school
settings, connect with the requirements of school subjects, and address the unique
learning practices of students. Additionally, the structure of schools evolves over time
in response to broader societal, political, and financial changes.

National Curriculum Framework (NCF) 2005 suggested that teachers should

help children construct their own knowledge and meaning, positioning themselves as
co-constructors of knowledge. This strategy wants teachers to gain a comprehensive
understanding of the school curriculum, discipline knowledge, pedagogy, and insights
into school organization and administration. NCF 2005 also advocated for teachers to
be sensitive to inclusivity principles and aware of necessary reforms in school
infrastructure, teaching methods, and curricular practices to meet all children's learning
needs. Teachers should encourage, support, and facilitate children's learning, helping
them recognize and develop their unique physical and intellectual abilities.

Building on these perspectives, NCFTE (2009) envisioned pre-service teachers

being provided with opportunities for self-study, reproduction, adaptation, and

3|Page
Chapter-I Introduction

expression of new concepts. This vision emphasized empowering teachers to appreciate

children's learning from surroundings and create avenues for discovery and
development.

Similarly, NEP (2020) emphasized empowering educators through regular

training, workshops, and opportunities to stay updated with the latest educational
practices, technological advancements, and subject matter expertise. NEP 2020 aimed
at transforming teacher education. NCFTE 2021 further emphasized multi-level
teaching and evaluation, educating students with disabilities and distinct
interests/talents, and using expertise to mediate these processes. It proposed
incorporating learner-centered pedagogy and collaborative learning into B.Ed.
pedagogy courses.

However, the current practices in pre-service teacher education institutions in

India reproduce their position within the hierarchy of higher education. Many teacher-
producing institutions are located outside university campuses or multidisciplinary
colleges, leading to complex hierarchies and gaps between scholastic knowledge and
educational practices (Batra, 2014). The curriculum structure of teacher education often
diverges between subject knowledge and pedagogy. Most teacher education programs
do not thoroughly engage with subject knowledge, assuming that general education has
provided sufficient command over the subject. Consequently, the concerns of school
curriculum are often ignored, and pedagogy is viewed merely as a psychological
technique rather than an integrated part of teaching (Batra, 2011). Pedagogical
knowledge, which helps create effective teaching-learning environments, is rarely
explored in teacher preparation. Although the teacher education curriculum could offer
a solid foundation for teacher development, in practice, opportunities for developing a
connected understanding of subject knowledge and pedagogy are limited.

Moreover, NCF 2005 noted that teacher education programs offer little scope
for student educators to reflect on their experiences or examine their own biases and
opinions. Disciplinary knowledge is often seen as separate from professional training
in pedagogy. The practice of teaching isolated lessons is mistakenly considered
adequate for professional growth. Theory courses are not clearly linked to practical
work, and the evaluation system tends to be overly quantitative, focusing on
information rather than comprehensively assessing attitudes, dispositions, habits, and
interests necessary for teaching. To address these challenges, teachers must master key

4|Page
Chapter-I Introduction

skills of 21st-century, including problem-solving, collaboration, communication,

critical thinking, and creativity, in addition to subject knowledge. This requires
extensive re-skilling of current teachers to fulfill these contemporary educational
requirements.

1.2 Teacher Education for Mathematics Teachers

“Mathematics is an essential emanation of the human spirit, a thing to be

valued in and for itself, like art or poetry” -Oswald Veblen

Mathematics, one of the oldest forms of knowledge, is intrinsically linked to human

thought processes and logic. It is simultaneously a science, an art, and, at times, a
language of symbolic and precise expression. The term ‘Mathematics’ originated from
the Greek word ‘Mathema,’ meaning ‘Science.’ The Oxford Dictionary defines
mathematics as "the science of space, numbers, and quantity," highlighting its role in
quantifying ideas and utilizing spatial concepts in daily life. In sixth century B.C.,
Pythagoreans coined the term ‘Mathematics’ from the Greek word ‘Ganita,’ meaning
‘inclined to learn.’ Plato viewed mathematics as a discipline that trains the mind in close
thinking, awakening a sleeping and unstructured spirit. According to the New English
Dictionary, mathematics is an abstract science that deductively explores conclusions
inherent in basic concepts of spatial and numerical relationships.

Mathematics is fundamentally a method of inquiry that involves studying

measurements, patterns, and symmetry, meticulously formulating definitions, and
logically deriving conclusions. It aids in daily life situations and develops abstract
thinking, critical analysis, decision-making, logical reasoning, and imagination in
learners. The unique characteristics of mathematics include; Objectivity in description
(Adherence to laws), Evidence-based Logical Sequencing (Inductive and deductive
reasoning), Abstract Nature (Concepts often cannot be experienced concretely),
Mathematical Language (Use of specific concepts, terms, symbols, formulae, and
principles), Symbolism (Symbolic expression of facts, ideas, or concepts), Precision
and Accuracy (Certainty of results), Applicability (Universal application that is not
subject to change)

Traditionally, mathematics is perceived as a subject filled with numbers, formulae,

shapes, symbols, and peculiar problems. Many learners approach it with fear,
confusion, and anxiety. However, mathematics is indispensable for everyday life. In the
5|Page
Chapter-I Introduction

21st century, it transcends calculation and problem-solving, promoting critical thinking,

creativity, logical reasoning, collaboration and mathematical communication skills—
key components of 21st-century learning skills (CBSE Handbook on 21st Century
Skills, 2020). Better mathematics teaching equips learners to become skilled
individuals aligned with the needs of 21st-century world, which is universally active,
digitally transforming, collaboratively progressing, and innovatively advancing.
Despite debates about mathematics inducing fear and stress, it remains an essential part
of the school curriculum due to its broad applicability in personal, professional, and
social well-being.

Mathematics now focuses on increasing student involvement through logical reasoning

and understanding. It is a gateway to various career paths and fosters 21st-century
learning skills. Mathematics is vital in:

• Framing Mental Constructs: Promotes logical reasoning and mental rigor.

Mathematical literacy, including computational skills, quantitative reasoning,
and spatial recognition, is essential for productive and insightful citizenship.
• Interdisciplinary Understanding: Aids comprehension of other subjects
such as science, computer science, social studies, music, and art. Its concepts
apply to disciplines like engineering and economics.
• Encouraging Exploration: Persuades students to generate examples and find
answers, fostering independent thinking.
• Critical and Creative Thinking: Encourages generalizations, relationships
between concepts, rule creation, and idea testing.
• Career Preparation: Prepares learners for technical fields and future jobs
requiring critical and creative thinking.
• Problem-Solving Skills: Essential for life and work, fostering academic
problem-solving through independent discovery and justification of answers.

Recognizing the versatile nature and profound significance of mathematics, education

policies and curriculum frameworks consistently highlight its importance. Effective
mathematics teaching aligns with the evolving needs and expectations of learners,
preparing them for future challenges and opportunities. The development and evolution
of Mathematics education in India can be traced through several significant policy
documents, each highlighting the critical role of Mathematics in the overall educational
framework and national development.

6|Page
Chapter-I Introduction

Kothari Commission (1964-66) underscored the indispensable role of

Mathematics in science, education, and research. The commission's report emphasized
the need for deliberate efforts to elevate India's standing in the global mathematical
community within the next two decades. The significance of Mathematics was deemed
greater than ever, highlighting its essential contribution to various scientific and
technological advancements.

The national policy (1986) visualized Mathematics as a crucial tool for

developing a child's cognitive abilities. It aimed at training children to think critically,
reason, analyze, and articulate logically. Mathematics was not just seen as a standalone
subject but as a fundamental aspect that supports understanding and analysis across
various subjects. The policy stressed the importance of integrating mathematical
thinking into broader educational practices to enhance problem-solving skills and
logical reasoning.

The NCF 2005 articulated the goal of Mathematics education as the

'Mathematisation' of a kid's thinking. It focused on developing clarity of thought and
ability to pursue assumptions to reasonable conclusions. The framework advocated for
a learning environment where children enjoy Mathematics and engage in meaningful
problem-solving activities. It emphasized the importance of discussing,
communicating, and reasoning through Mathematics, thus fostering an interactive and
collaborative learning atmosphere. Teachers were encouraged to believe in every
child's potential to learn Mathematics, making the subject accessible and enjoyable for
all students.

The NEP 2020 recognized mathematical thinking and reasoning as essential for
India to become a global knowledge superpower. It aimed to make Mathematics
engaging and entertaining from an early age, providing students with a strong
foundation. The policy also introduced a coding curriculum starting from middle
school, linking it with the development of computing skills and intuitive reasoning.
This integration reflects a broader understanding of Mathematics as not only a subject
of abstract concepts but also as a practical tool for technological and scientific
innovation.

Each of these policies and frameworks reflects an evolving understanding of the

importance of Mathematics in education. From the foundational emphasis on its

7|Page
Chapter-I Introduction

significance in the Kothari Commission to the practical, enjoyable, and integrative

approaches in the NCF 2005 and NEP 2020, there is a clear trajectory towards making
Mathematics a central pillar of a holistic and forward-looking educational system in
India. This persistent emphasis on mathematics strives to endow students with crucial
abilities to enhance the nation's advancement and international stature.

1.2.1 Instructional Responsibilities of Mathematics Teachers

In 21st century, instructional responsibilities of mathematics teachers have notably

changed owing to the evolving educational terrain. The traditional image of teachers as
sole knowledge providers has shifted to a more dynamic role where teachers are seen
as facilitators, mentors, and co-learners. This transformation is crucial in making
mathematics an accessible, engaging, and relevant subject for today’s learners. Here
are the key roles and responsibilities of modern mathematics teachers:

● Teachers should guide students to observe patterns, analyze experiences,

differentiate concepts, and draw generalizations. This helps students develop
the ability to create rules, formulate conjectures, and justify their ideas,
fostering critical thinking and creativity.

● By allowing students to discover and solve mathematical problems

independently, teachers can cultivate genuine interest and enthusiasm for
mathematics.

● Teachers should demonstrate the importance of mathematics in modern society

and its applications across various fields. This helps students understand the
relevance and necessity of mathematical knowledge in their daily lives and
future careers.

● Utilizing modern technological tools can make mathematics interactive,

engaging, and visually appealing. Tools such as simulations, educational
software, and interactive whiteboards can help demystify abstract concepts.

● Teachers should encourage students to develop problem-solving skills that are

not only applicable in mathematics but also useful in real-life scenarios. This
prepares students to make smart decisions and solve everyday problems
effectively.

8|Page
Chapter-I Introduction

● Students should be motivated to justify their interpretations, analyze solutions,

and evaluate their reasoning. This process strengthens their ability to think
logically and critically.

● Group tasks and collaborative projects promote active involvement, teamwork,

and communication among students, preparing them for the collaborative
nature of modern workplaces.

● Teachers should emphasize the use of mathematical symbols, abstract

thinking, and spatial reasoning to enhance students' ability to communicate
mathematical ideas effectively.

● Understanding Diverse Learning Styles: Recognizing that students have

different learning styles and abilities, teachers should tailor their instructional
strategies to meet individual needs. This personalized approach ensures that
mathematics is accessible and enjoyable for all students.

● Hands-On Learning Experiences: Providing opportunities for hands-on

activities, such as group discussions, problem-solving exercises, and
mathematical games, allows students to build their own mathematical concepts
through experiential learning.

● Staying Updated with Modern Pedagogy: To effectively teach 21st-century

learners, mathematics teachers must continually upgrade their skills and
knowledge. Engaging in professional development and staying abreast of the
latest educational technologies and teaching methodologies are essential.

The role of mathematics teachers in the 21st century is multifaceted and demands a
blend of creativity, adaptability, and a deep understanding of individual student needs.
By cultivating an appreciation for mathematics, contextualizing it within real-world
applications, and integrating contemporary technologies, teachers can revolutionize the
perception and acquisition of mathematical knowledge. Ultimately, mathematics
teachers are instrumental in preparing students for the challenges and opportunities that
lie ahead.

1.3 Pedagogy of Mathematics

Pedagogy of Mathematics refers to the comprehensive framework that integrates

mathematical knowledge and effective teaching strategies. It is the art, science, and
technique of teaching mathematics in a way that encompasses all its intricacies and

9|Page
Chapter-I Introduction

significance. This pedagogical approach includes various elements such as Content-

mathematical concepts, theories, problems, and applications that form the curriculum,
Teaching Approaches- different methods and strategies used to impart mathematical
knowledge, including direct instruction, inquiry-based learning, collaborative learning,
and technology integration, Methods of Teaching- Specific techniques employed to
teach mathematics, such as using manipulative, visual aids, real-life applications,
problem-solving sessions, and interactive activities, Theory and Practice- The
underlying educational theories that support effective teaching practices, along with the
practical application of these theories in classroom, Teacher-Student Interactions- The
specific interactions and relationships between teachers and students, which play a
crucial role in learning process. These interactions comprise communication, feedback,
support, and guidance.

Teaching is considered a tri-polar process involving three major components:

the Student, the Teacher, and the Content. Each of these components is interconnected
and equally responsible for ensuring effective instructional transactions in the
mathematics classroom (see Figure 1.1). The student who engages with the content and
actively participates in learning process, The Teacher- the facilitator who guides,
instructs, and supports the student's knowledge journey and Content- The mathematical
material that needs to be understood and mastered by the student. Effective mathematics
pedagogy requires a balanced and integrated approach where all three components work
together harmoniously. The teacher must understand the content deeply, select
appropriate teaching methods, and foster positive interactions with students to create a
conducive learning environment.

Fig. 1.1: Tri-polar process of teaching Mathematics

10 | P a g e
Chapter-I Introduction

This integrated approach ensures that students not only grasp mathematical concepts
but also develop a positive attitude towards the subject, enhancing their overall learning
experience. The vision of "Mathematisation of child’s thought process" articulated in
National Curriculum Framework (NCF-2005) emphasizes a comprehensive
pedagogical methodology in mathematics education. This vision entails that the
pedagogy of mathematics should reflect the endowment of various attributes of
mathematisation, such as critical thinking, abstract thinking, logical reasoning,
mathematical communication, and symbolism, across its three core components:
students, teachers, and the mathematical content. To realize this vision, the pedagogy
of mathematics must embrace strategies and methods that cultivate these attributes. For
students, this involves encouraging critical thinking, promoting abstract thinking,
integrating logical reasoning, fostering mathematical communication, and teaching
effective use of symbolism. For teachers, it means shifting their role to facilitators who
guide and support students, receiving ongoing professional development, and
encouraging exploration and curiosity. For the mathematical content, it requires
integrating various concepts, using engaging learning materials, and adopting an
interdisciplinary approach that connects mathematics to other subjects.

NCF-2005 advocates for a pedagogical shift that moves beyond rote learning
and mechanical computations to a more holistic approach. This shift aims to remove
the fear of mathematics by creating a supportive learning environment, inviting active
participation, engaging students intellectually and emotionally, and providing
opportunities for success. The focus is on higher goals like formal problem-solving, the
application of heuristics, estimation and approximation, optimization, and the use of
patterns and visualization. It also emphasizes the importance of representation,
reasoning, making connections, and mathematical communication.

The National Education Policy (NEP) 2020 supports this pedagogical shift by
promoting a transition from content-based learning to experience-based learning,
making education more relevant and engaging. It encourages an interdisciplinary
curriculum, allowing students to apply mathematical knowledge across various fields,
particularly in emerging areas like artificial intelligence, machine learning, and data
science. NEP 2020 underscores the significance of mathematical thinking in research-
oriented fields and aims to prepare students for future academic and professional
challenges. Hence, a more holistic, engaging, and application-oriented approach to

11 | P a g e
Chapter-I Introduction

mathematics education is advocated to nurture mathematisation and prepare students

for future academic and professional pursuits.

1.3.1 Pedagogical Approaches in Mathematics

Mathematical ideas develop from concrete to abstract, from particular to general,

encompassing both conceptual and procedural knowledge. The major mathematical
cognitive processes include problem-solving, reasoning (both inductive and deductive),
critical thinking, patterning, visualization (mental imagery), abstract thinking,
generalization, correlation, argumentation, and justification. Problem-solving helps
learners independently solve problems step by step, fostering self-confidence, while
mathematical reasoning enhances mathematical thinking, fostering creativity. For
mathematics teachers to effectively achieve teaching objectives, they must understand
these cognitive processes and the nature of the subject before selecting a pedagogical
approach.

Pedagogical approaches are teaching strategies tailored to the nature of the subject and
the cognitive mechanisms engaged in its acquisition (Das, 2019). Therefore, the
approaches for teaching mathematics should foster students' mathematical cognitive
abilities. The NFG’s position paper (2005) on Mathematics instruction recommended a
constructivist approach that facilitates mathematics learning by connecting it with daily
life, rather than focusing solely on abstract formulas. This approach also changes the
teacher's role to one of organizing the environment so that students can build the
cognitive forms that the teacher aims to impart (Vinetere, 2018).

National Education Policy (NEP) 2020 proposed adopting experiential learning at all
stages of school education. Experiential learning in mathematics involves students
working directly with learning objects, observing, analyzing, predicting, and
connecting existing knowledge to discover and form new mathematical knowledge
(Uyen et al., 2022). This method includes reflection, making it more comprehensive
than other strategies like activity-based, problem-based, and discovery learning.
Experiential learning is beneficial in mathematics as it involves students in their own
understanding of mathematical concepts and practices. NEP 2020 emphasized
approaches that promote higher-order thinking instead of rote memorization.
Innovations in classroom teaching can be brought by merging methods like the Inducto-
Deductive Method and Analytico-Synthetic Method (Walia, 2020), which promote

12 | P a g e
Chapter-I Introduction

constructivism and discourage rote memorization. Other methods like inquiry-learning,

problem-learning, and experience-based learning also adhere to constructivist
principles. The NCF (2005) emphasized that integrating mathematics into children's
life experiences the best form of mathematics education. Project-Based Learning
connects classroom learning to life outside school, fostering curiosity, creativity, and
inquiry among students. Other constructivist methods include technology-enabled
learning, WebQuest learning, blended learning, mobile learning, and problem-based
learning, all designed to ensure meaningful mathematics learning in the classroom.

All these approaches and methods are learner-centric and facilitate mathematics
learning. Implementing these strategies requires a flexible curriculum, well-trained
teachers, and adequate physical resources. However, many teachers are unaware of
these approaches and their application in teaching-learning process (Batra, 2011).
Typically, teachers use verbal and explanatory methods that prioritize speech and text,
resulting in content-centric teaching where students memorize mathematical rules
without engagement (Khongji and Nongbsap, 2015). Therefore, experimenting with
teaching approaches and developing innovative pedagogies is essential to make
learning meaningful. Pre-service mathematics teachers need thorough training through
teacher education programs to plan and implement innovative pedagogies, making
mathematics learning both meaningful and enjoyable.

1.4 Emergence of ICT integrated Approach

ICT, short for ‘Information and Communication Technology,’ serves as a broad term
encompassing all technologies utilized for information retrieval, communication, or
both. Its usage traces back to the 1980s among academic circles, gaining significant
popularity after a 1997 UK governmental report by Dennis Stevenson. Wikipedia
defines ICT as an extension of 'information technology' (IT), highlighting its role in
unified communications, integrating telecommunications, computers, enterprise
software, storage, and audiovisual systems, facilitating access, storage, transmission,
comprehension, and manipulation of information. According to UNESCO (2002), ICT
refers to technologies employed for communicating, processing, storing, creating,
presenting, sharing, or exchanging information electronically. This includes radio,
television, video, DVD, telephones, satellite systems, computer networks, hardware,
software, and also associated equipment and services like videoconferencing, email,
and blogs.

13 | P a g e
Chapter-I Introduction

The Government of India’s National Policy on ICT for School Education (2012) defines
ICT as encompassing all devices, resources, forums, and services, digital or convertible
to digital forms. This includes not solely hardware and software but interactive digital
materials, internet, radio and television services, web-based content libraries,
interactive discussion platforms, educational administration systems, and
administrative information systems too. Essentially, ICT embodies more than just
computer programs; it's the integration of diverse technology-mediated and technology-
enabled assets, providing a framework for revolutionary shifts in modern work
environments. Given this convergence, it's imperative to explore emerging technologies
comprehensively and deploy ICT as an educational aid.

In the 21st century, India is emerging as a digitally empowered knowledge

superpower, witnessing automation and technological advancements across sectors like
agriculture, medicine, business, entertainment, research, and education. Government
initiatives, along with web 2.0 tools, portray Indians as empowered and developed
citizens. ICT plays a paramount role in India's progress, permeating education
significantly, benefiting both students and teachers. The importance of leveraging ICT
to enhance education has long been underscored in India's educational policies. Various
public and private initiatives have been launched in this regard. Education 4.0, linked
to the fourth industrial revolution, represents a technological revolution in education,
leveraging cutting-edge technologies like robotics, artificial intelligence, virtual reality,
gamification, big data, and automation.

As technology integrates into classroom teaching, educational generations have

evolved: Education 2.0 saw basic technology integration, while Education 3.0 involved
mass-customization through blended learning approaches and web-based digital and
mobile technologies. Now, in the 21st century, Education 4.0 elevates benefits of using
ICT in education to the next level. The emergence of a wide array of ICT tools,
applications, and assets has transformed the education system, offering opportunities
for collaboration, sharing, peer learning, and the creation of digital learning resources
at various educational levels. Furthermore, it helps overcome critical challenges such
as reducing isolation by connecting educators, schools, and teacher educators through
digital platforms and resources available in multiple languages.

The integration of ICT in classrooms has been shown to enhance student

motivation, interest, and engagement in their studies (Kreutz and Rhodin, 2016; Joshi

14 | P a g e
Chapter-I Introduction

and Poudel, 2019). By enabling access to innovative educational resources and

fostering adoption of new learning approaches, ICT promotes active collaboration
among students while facilitating acquisition of technological skills. The readiness of
teachers with ICT equipment and resources is a critical determinant for the
effectiveness of technology-driven instruction and learning (Shah, 2022; Ghavifekr &
Rosdy, 2015). Additionally, ICT aids in developing critical thinking skills by enabling
students to search and evaluate various sources of information (Priyatharsini et al.).
Furthermore, ICT offers numerous advantages in education:

● Interest in learning: The utilization of diverse resources like videos, websites,

graphics, and games through web 2.0 tools makes traditional subjects more
appealing and engaging (Abdulrahaman et al., 2020; Shieh, 2012).

● Increased interactivity: ICT tools promote interactive and participatory

learning experiences, positioning students as active participants in their learning
(Beauchamp and Kennewell, 2010).

● Enhanced creativity: Online technologies such as games and social media

stimulate imagination and encourage creative thinking (Nikolopoulou, 2018;
Loveless and Wegerif, 2012).

● Collaboration between students: Digital tools facilitate collaboration,

enabling students to work together on projects and learn from each other more
easily (Alavi, 1994; Oliveira et al., 2011).

● Improved communication: ICT encourages effective communication between

students and teachers via diverse means, fostering impulsive and informal
interactions.

● Customization and updated content: Digital platforms enable real-time

updated information and resources, addressing local needs and offering access
to a vast array of current information from the World Wide Web.

In addition, ICT tools have the potential to address various educational challenges.
For instance, they can assist in teaching students whose mother tongue differs from
formal language of instruction by using features like speech-to-text technology,
genuine audio-visual content, and chat applications. Furthermore, ICT can cater to
different learning styles by offering a range of options, and mobile technology can
offer additional support to specially-abled students by providing features like
15 | P a g e
Chapter-I Introduction

simplified interfaces, graphics along with text, and audio feedback (Obafemi et al.,
2021; Mardiana et al., 2020).

However, research indicates that teachers may encounter obstacles while incorporating
technology into instructional practices. Major barriers include a lack of knowledge on
ICT integration, insufficient training opportunities, limited resources and technical
support, financial constraints, and resistance to innovation (Agyei and Voogt, 2011;
Ifegbo et al., 2015; Aslan and Zhu, 2016; Alcantara et al., 2020). Additionally, issues
such as slow speed internet and anxiety among PSTs can hinder effective ICT use
(Atmacasoy and Aksu, 2018).

Despite these challenges, ICT has found widespread use in teaching

mathematics, with positive impacts on student achievement and motivation. Various
methodologies and tools, including flipped classrooms, augmented reality, handheld
technologies, and online teaching software applications, have been effectively utilized
to enhance learning experiences and promote collaborative learning (Hardman, 2019;
Estapa and Nadolny, 2015; Tan and Tan, 2015; Bhagat et al., 2016). ICT has facilitated
learning processes and supported collaborative learning, contributing to improved
retention and fostering positive attitudes toward learning mathematics (Yusuf et al.,
2014; Pilli and Aksu, 2013).

1.4.1 ICT integrated Approach in Teacher Education

The NCFTE (2009) highlights the importance of guiding and sensitizing teachers
towards incorporating ICT, advocating that ICT should not be treated as a separate
discipline but rather as a fundamental aspect of learning. It emphasizes that PSTE
programs should orient teachers to critically analyze, design, and apply ICT effectively
in their teaching-learning processes. Similarly, the ICT policy in India (2012) places
emphasis on capacity building for both in-service and pre-service teachers through ICT,
focusing on latest trends in ICT-based teaching-learning processes.

The initiative starts by prioritizing the enhancement of teachers' ICT skills and
integrating ICT into subject teaching. Following this, teachers will engage in online
training groups to deepen their knowledge and contribute to the advancement of
subject-specific expertise nationwide. Likewise, teacher educators will receive
appropriate orientation and training to incorporate ICT into their PST training

16 | P a g e
Chapter-I Introduction

programs. Additionally, existing curricula for PST training will be updated to

incorporate suitable and pertinent applications of ICT.

However, research has highlighted the significant advantages of integrating ICT

into pedagogy courses in pre-service teacher education. This includes enhancements in
developing lesson plans (Janssen and Lazonder, 2016; Varanasi et al., 2019),
facilitating student result computation, and delivery of PowerPoint presentations
(Alcantara et al., 2020). Notably, the effectiveness of a web-based program has been
demonstrated in improving pre-service teachers' psychological and pedagogical
competencies. This is evidenced by the cultivation of positive attitudes towards online
teaching and learning, increased self-effectiveness towards online teaching formats,
intentions to utilize technology for educational purposes, and the refinement of online
pedagogical skills (Ho et al., 2023). Similarly, interventions involving web-based
technology resources have shown positive associations with PSTs’ attainment in
teacher training programs (Garba et al., 2013). Additionally, a predominant use (90.9%)
of improvised virtual laboratory experimentation has been observed among pre-service
science teachers in instructional practices (Bhukuvhani et al., 2010).

The integration of ICT into mathematics teacher education has been shown to
enhance professional competencies of mathematics educators. Popel (2019) found that
the application of cloud service CoCalc as a teaching tool for mathematical disciplines
contributed to this enhancement. Wu, Peng, and Hu (2021) demonstrated that an online
technology-enhanced teacher training environment, combined with visual learning
design tools and learning analytics functions in STEM, effectively addressed practical
challenges tackled by pre-service teachers in their teaching. Byrka et al. (2019)
emphasized that a proficient level of ICT competence significantly enhances both
teaching and learning processes, facilitating teachers' professional development and
adaptation to changes in educational technologies. Bozkurt and Koyunkaya (2022)
investigated the progress of prospective secondary mathematics teachers in designing
and implementing technology-driven mathematical assignments. They suggested that
providing a conceptual foundation through analyzing geometric task actively and using
frameworks for instrumental planning contributes to enhancing these skills. Prilop et
al. (2020) suggested establishing integrated digital video-based feedback mechanisms
to facilitate PSTs in honing their ability to provide feedback to peers regarding
classroom performance, thus, enhancing this crucial aspect of teaching competency.

17 | P a g e
Chapter-I Introduction

Furthermore, Bueno and Niess (2023) found that ICT integration effectively develops
TPCK of mathematics PSTs. Overall, incorporating ICT into mathematics education
provides mathematics teachers with holistic teaching approaches that inspire student
engagement, promote independent investigation, and foster dynamic involvement in
exploring mathematical ideas and concepts (Baya'a & Daher, 2013). Consequently, this
approach facilitates a deeper comprehension of mathematical ideas among students.

Thus, incorporating ICT into the learning and teaching process supports
innovations that fundamentally transform students' learning experiences (Ghavifekr et
al., 2014). If barriers to ICT integration, including the digital divide, can be addressed
through appropriate policies in teacher education, potential advancements in teacher
education institutions can be realized through ICT. Consequently, trained pre-service
teachers would become competent in purposefully and judiciously using ICT resources
in their classrooms. This, in turn, aids nations in advancing towards the attainment of
Sustainable quality education goal (SDG-4).

1.5 Teaching Competence of Mathematics Teachers

In this era of innovation and technological advancement, as we transit from the

traditional model of teaching focused on information dissemination to one emphasizing
competency sharing, teachers must be equipped to adapt and evolve. Teacher
competence is now a pivotal aspect of the quality standards for the next generation of
educators. Therefore, it is imperative to integrate a competency-based approach into the
teacher education curriculum. This ensures that future teachers are imbued with the
essential 21st-century skills necessary for success in their profession.

Competencies serve as the foundational prerequisites within teacher education

programs, essential for every teacher trainee to demonstrate for program completion.
Given their observable and measurable nature, a teacher's competence can be assessed
through their performance. A competency-based training approach underscores the
practical abilities individuals acquire in the workplace after completing a training
program, with predetermined competency standards tailored to the profession. These
standards delineate the requisite skills, knowledge, and attitudes for effective
professional operation (Kaushik, 2011). Comprised of units of competency, which
further break down into elements of competency, performance criteria, and varying

18 | P a g e
Chapter-I Introduction

factors, competency standards are a vital aspect of any accredited training initiative
(Kaushik, 2011).

In teacher education, competency standards comprise subject knowledge, pedagogical

skills, and the teacher's attitude as major components (Kaushik, 2011). These standards
involve analyzing the occupational roles of teachers, translating them into outcomes
(referred to as "competencies"), and assessing trainee teachers' progress based on
demonstrated performance. Progress is solely determined by the competencies
achieved, independent of factors like time spent in formal education or the
achievements of other trainees. Assessments rely on clearly defined outcomes, allowing
assessors and trainees to make reasonably objective judgments about each trainee's
attainment of these outcomes.

SKILL

KNOWLEDGE ATTITUDE

Fig. 1.2 Competency = Teaching Skill + Subject Knowledge + teacher’s Attitude

The competency-based approach offers several potential benefits, including

individualized flexible training and transparent standards (Smith et al., 2017).
Competency assessment requires individuals to demonstrate the ability to perform tasks
and duties to the expected employment standard (Trinder, 2008). In this approach, each
teacher trainee undergoes assessment to identify the skills they already possess and
those they still need to acquire (Henri et al., 2017). The disparity between these two
sets of skills is termed the skills gap (McGarr et al., 2017). Subsequently, a tailored
training program is designed to assist learners in acquiring the missing skills. Thus,
competency-based training facilitates the development of teacher education curricula

19 | P a g e
Chapter-I Introduction

by focusing on analyzing roles and performance, as well as identifying skill gaps to be

addressed upon program completion. This approach shifts the emphasis from merely
assessing mastery of course material to preparing skilled, proficient, and competent
teachers capable of competing in the contemporary workforce of 21st century.
Additionally, it aligns with the requirements of modern teaching, emphasizing essential
expertise like leadership, communication, collaboration, pedagogical innovation,
problem-solving, and critical thinking.

Indeed, it is widely acknowledged that the academic and professional standards

upheld by teachers are pivotal in fostering quality and conducive learning environments
for students, thereby facilitating the attainment of educational objectives. Alongside
key factors like the duration of academic training, depth and proficiency of subject
matter expertise, and the breadth of pedagogical skills to cater to diverse learning needs,
teacher competence emerges as a critical component influencing instructional quality
and student learning outcomes (Golingay, 2018). Teacher competence encompasses
various aspects such as commitment to the profession, awareness of contemporary
issues, and levels of motivation, all of which significantly impact the effectiveness of
instruction delivered in the classroom (Ren, 2023).

Competency, deriving from the Latin term "competere" meaning "to be

suitable," embodies a blend of knowledge, skills, and traits essential for effective task
performance (Nessipbayeva, 2012). It represents the desired attributes for successful
job execution, characterized by several key features. Firstly, competencies consist of
skills whose mastery leads to achieving desired outcomes. Secondly, they encompass
knowledge, skills, and attitudes, collectively assessing performance. Thirdly,
competencies differentiate between superior and average performers. Fourthly, they are
observable and demonstrable, allowing for assessment. Finally, competencies are
measurable, representing quantifiable knowledge, skills, and attitudes.

In the realm of teaching, teacher competence amalgamates subject knowledge,

pedagogical skills, and professional attitude. Specifically, the competency of a
mathematics teacher entails proficiency in various domains. Firstly, mathematical
knowledge involves grasping and retaining mathematical facts, concepts, principles,
theorems, and operations, effectively communicated in the classroom. Secondly,
pedagogical skills encompass employing strategies to engage students and make
mathematics accessible, including problem-solving techniques, effective use of

20 | P a g e
Chapter-I Introduction

teaching aids, and skillful evaluation methods. Thirdly, attitude towards teaching and
mathematics influences the teacher's readiness, motivation, beliefs, values, and
intentions to excel as a mathematics educator (Smith et al., 2017). These combined
aspects contribute to a teacher's overall competence and effectiveness in the classroom.

1.6 Rationale of the Study

In the contemporary educational landscape, there's a paramount focus on equipping pre-

service teachers with essential competencies crucial for effective classroom instruction.
This emphasis stems from the profound influence of teachers' professional competence
on instructional excellence and student attainment, especially within the realm of
mathematics education (Yang and Kaiser, 2022; Escandon, 2021). Achieving high
levels of instructional quality necessitates a robust foundation of knowledge and skills
among educators (Blomeke, Kaiser, and Konig, 2020).

The variability in the proficiency of mathematics teaching competencies among

pre-service teachers is closely tied to institutional training and the opportunities
provided to enhance these competencies (Ningtiyas, 2018). In the 21st century, marked
by a shift towards competency-based approaches and the cultivation of creativity,
educators are tasked with moving beyond traditional roles of information dissemination
(Nessipbayeva, 2012). Teachers today are expected to possess a diverse set of
competencies to effectively address the complexities of the modern world. Given this
backdrop, there's a pressing need to systematically nurture and enhance teaching
competencies at the pre-service level. While pre-service mathematics teachers typically
exhibit proficiency in subject matter knowledge (SMK), they often lack comprehensive
proficiency in essential teaching skills, as noted by cooperating teachers. These skills
encompass various aspects such as planning for lessons, managing class, teaching
approaches, enthusiasm, exchanging ideas, questioning skills, and professional ethos
etc. (Roble and Bacabac, 2016).

Research indicates that practical teaching experiences positively influence pre-

service teachers' pedagogical preferences, teaching competence, and motivation to
pursue teaching careers (Ismail and Jarrah, 2019). Teaching practice also shapes their
knowledge and expertise in mathematics education, with many tracing their
competence back to these experiences (Makamure and Jita, 2019). Moreover,
practicing teachers enhance their competence through activities like lesson study,

21 | P a g e
Chapter-I Introduction

where they refine instructional objectives, task selection, and professional vision
(Huang and Han, 2015). However, studies suggest that despite variations in knowledge
of mathematics content, attitudes and beliefs of PSTs regarding mathematics education
practices often remain unchanged (Lowrie and Jorgensen, 2016). Training programs
focusing on input enhancement have shown significant positive impacts on pre-service
teachers' teaching of mathematical comprehension (Barribal et al., 2022). Encouraging
novice teachers to meticulously consider their needs during planning, enactment, and
reflection phases can also aid in their development of 21st-century competencies
(Beswick and Fraser, 2019).

When considering incorporation of ICT into mathematics pedagogy, challenges

arise, including a lack of knowledge on integration methods, limited resources,
technical support, and resistance to innovation (Agyei and Voogt, 2011; Wanjala,
2016). Despite these hurdles, technology has been extensively utilized in mathematics
education, showing positive impacts on student achievement (Pilli and Aksu, 2013;
Takaci et al., 2015). In mathematics teacher education, the integration of ICT has
enriched professional competencies, with tools like CoCalc (Popel, 2019) and online
training environments effectively addressing practical challenges encountered by pre-
service teachers (Wu, Peng and Hu, 2021). Moreover, web-based programs like
T.E.A.C.H. have demonstrated efficacy in increasing pre-service teachers'
psychological and pedagogical competencies (Ho et al., 2023).

However, despite the documented advantages of ICT incorporation into

instructional transaction, there was a scarcity of research addressing implications of
ICT use for developing teaching competencies among pre-service teachers, particularly
in mathematics education. Closing this gap could provide valuable insights into
enhancing teacher education programs and preparing teachers towards the demands of
the modern classroom. Following an extensive literature review, it becomes evident
that incorporating ICT into instructional practices has yielded significant impact
(Srisawasdi et al., 2018; Saini and Abraham, 2019; Deepshikha et al., 2021; Nihuka
and Bussu, 2015; Pilli and Aksu, 2013). Furthermore, ICT has played a vital role in
enhancing various facets of teacher education (Janssen and Lazonder, 2016; Varanasi,
Kizilcec, Dell, et al., 2019; Alcantara, Veriña, Niem, et al., 2020; Ho, Poon, Chan, et
al., 2023; Bhukuvhani, 2010), particularly in mathematics teacher education (Popel,
2019; Wu, Peng, and Hu, 2021; Byrka et al., 2019; Bozkurt & Koyunkaya, 2022; Prilop

22 | P a g e
Chapter-I Introduction

et al., 2020; Samantray and Acharya, 2022; Takaci et al., 2015). However, despite these
advancements, there is a dearth of researches investigating the effectiveness of ICT
integration on different aspects of teaching competency of PSTs (Srisawasdi et al.,
2018; Saini and Abraham, 2019; Deepshikha et al., 2021; Nihuka and Bussu, 2015; Pilli
and Aksu, 2013). Similarly, there is a wide scarcity of research investigating the impact
of ICT integration on enhancing teaching competencies, particularly among PSTs
specializing in mathematics (Popel, 2019; Wu, Peng, and Hu, 2021; Byrka et al., 2019;
Bozkurt and Koyunkaya, 2022; Prilop et al., 2020; Samantray and Acharya, 2022;
Takaci et al., 2015). To address this gap in scholarly inquiry, the present study aimed
to explore how integrating ICT influences the refinement of teaching competencies
among pre-service teachers, focusing particularly on those training to teach
mathematics.

1.7 Statement of the Problem

In response to the gap in existing literature, researchers embarked on a significant

investigation into the effectiveness of integrating ICT into teacher education. This
research is specifically tailored to the context of pre-service teacher education (PSTE),
with a specific emphasis on teaching competencies of PSTs of mathematics in the
educational landscape of Odisha state. The primary intent of the present work was to
assess the efficacy of ‘ICT integrated pedagogy’ (ICTIP) in enhancing mathematics
teaching competence of PSTs, with a comparative analysis against the traditional
lecture-based pedagogy (TLBP). Thus, the study was entitled as; “Effectiveness of ICT
Integrated Pedagogy on Pre-service Teachers’ Teaching Competence in
Mathematics”.

1.8 Operational Definitions

1.8.1 Pre-service teachers

Pre-service teachers in this research denote trainee teachers enrolled in secondary

teacher education institutions undertaking B.Ed. programs. These individuals are
preparing for formal teaching roles in educational settings but have not yet commenced
their service in schools or entered the formal teaching-learning environment.

1.8.2 Teaching competence in Mathematics

Teaching competence encompasses a spectrum of attributes vital for effective teaching

performance, including subject knowledge, pedagogical skills, and attitude. In this
23 | P a g e
Chapter-I Introduction

study, specific measurable parameters of teaching competence in Mathematics have

been identified. These parameters include the ability to formulate instructional
objectives, proficiency in lesson planning and content organization, adeptness in
introducing and presenting lessons, comprehensive understanding of mathematical
content, language, and processes, competence in utilizing Teaching Learning Materials
during instruction, effective management of time and classroom environment, skill in
reinforcing student learning, and proficiency in evaluation and summarization. These
criteria serve as key indicators to assess the teaching competence of pre-service
mathematics teachers.

1.8.3 ICT integrated pedagogy

In this study, ICT-integrated pedagogy involves utilizing a variety of ICT resources like
text, images, audio, video, and animation. These resources are employed to exemplify
the various dimensions of mathematics teaching competencies being examined. The
ICT tools and materials utilized are carefully selected to facilitate effective
demonstration and instruction in the targeted areas of teaching competence. The ICT
tools/resources infused are;

● Google Classroom served as the LMS for sharing additional study links and
videos for blended learning purpose.

● ScreenPal, screen recording software was utilized to create lecture videos

corresponding to the content of different dimensions of mathematics teaching
competence.

● A-Z Screen Recorder was employed to record practical demonstration videos

showcasing various teaching competencies. These videos depicted classroom
teaching scenarios in secondary-grade mathematics, illustrating the application
of different teaching skills.

● YouTube was utilized solely for uploading demo videos, enabling the sharing
of video links through the LMS. This approach was adopted due to data
limitations within the Google Classroom LMS. Additionally, links to existing
YouTube videos relevant to the content were shared through the LMS for
further reference.

24 | P a g e
Chapter-I Introduction

● The LUMI app served as an assessment tool, through creating quizzes for each
session. The quiz links were posted on the WhatsApp group to facilitate
simultaneous assessment of learning at the end of each session.

● WhatsApp chat- Pre-service teachers were contacted and provided special the
Learning Management System (LMS) link and the quiz links created using the
Lumi app via this chat.

● Microsoft Office applications, including MS Word, PDF, and MS Power Point,

were utilized to develop interactive e-content featuring figures, diagrams, and
sample lesson plans. These materials were integrated into the lecture videos of
each lesson.

1.9 Study Objectives

1. To analyze and compare the mean scores of teaching competence in

mathematics among pre-service teachers at both the pre-test and post-test stages
following instruction through 'ICT-integrated pedagogy'.

2. To assess and compare the mean scores of overall teaching competence in

mathematics between pre-service teachers instructed via ICT-integrated
pedagogy and those taught using traditional lecture-based pedagogy.

3. To compare mean scores of teaching competence in mathematics with respect

to ‘framing instructional objectives and content organization’ between the pre-
service teachers taught through ICT integrated pedagogy and traditional lecture
based pedagogy.

4. To compare mean scores of teaching competence in mathematics with respect

to ‘introducing a lesson’ between the pre-service teachers taught through ICT
integrated pedagogy and traditional lecture based pedagogy.

5. To compare mean scores of teaching competence in mathematics regarding

“presenting the lesson” between the PSTs taught via ICT integrated pedagogy
and traditional lecture based pedagogy.

6. To compare mean scores of teaching competence in mathematics with respect

to ‘knowledge of mathematical content, language & process’ between the pre-
service Teachers taught through ICT integrated pedagogy and traditional
lecture based pedagogy.

25 | P a g e
Chapter-I Introduction

7. To compare mean scores of teaching competence in mathematics with respect

to ‘skill of using teaching learning materials including ICT tools’ between the
pre-service teachers taught through ICT integrated pedagogy and traditional
lecture based pedagogy.

8. To compare mean of scores teaching competence in mathematics with respect

to ‘management of class time and learning environment’ between the pre-
service teachers taught through ICT integrated pedagogy and traditional lecture
based pedagogy.

9. To compare mean scores of teaching competence in mathematics with respect

to ‘skill of motivation/ reinforcement’ between the pre-service teachers taught
through ICT integrated pedagogy and traditional lecture based pedagogy.

10. To compare mean scores of teaching competence in mathematics with respect

to ‘skill of summarization and evaluation’ between the PSTs taught using ICT
integrated pedagogy and traditional lecture based pedagogy.

1.10 Hypotheses of the study

1. There is no significant difference in mean performance in mathematics teaching

competence between the pre-test and post-test stages among PSTs in the EG
instructed through 'ICT integrated pedagogy'.

2. There is no significant difference between the mean performances in total

mathematics teaching competence among PSTs of EG, instructed through ICT
integrated pedagogy, and that of CG, taught via traditional lecture-based
pedagogy.

3. There is no significant difference between the mean teaching competence in

Mathematics concerning 'Framing instructional Objectives and Content
Organization' among PSTs in the EG and CG, instructed through ICT integrated
pedagogy and traditional lecture-based pedagogy respectively.

4. There is no significant difference between the mean teaching competence in

Mathematics regarding 'Introducing a Lesson' among PSTs in the EG and CG,
taught through ICT integrated pedagogy and traditional lecture-based pedagogy
respectively.

26 | P a g e
Chapter-I Introduction

5. There is no significant difference between the mean teaching competence in

Mathematics concerning 'Presenting the Lesson' among PSTs in the EG and CG,
instructed through ICT integrated pedagogy and traditional lecture-based
pedagogy respectively.

6. There is no significant difference between the mean teaching competence in

Mathematics concerning 'Knowledge of mathematical content, language &
process' among PSTs in the EG and CG, taught through ICT integrated
pedagogy and traditional lecture-based pedagogy respectively.

7. There is no significant difference between the mean teaching competence in

Mathematics regarding 'Skill of using Teaching Learning Materials including
ICT Tools' among PSTs in the EG and CG, instructed through ICT integrated
pedagogy and traditional lecture-based pedagogy respectively.

8. There is no significant difference between the mean teaching competence in

Mathematics concerning 'Management of Class time and Learning environment'
among PSTs in the EG and CG, taught through ICT integrated pedagogy and
traditional lecture-based pedagogy respectively.

9. There is no significant difference between the mean teaching competence in

Mathematics regarding 'Skill of Motivation/Reinforcement' among PSTs in the
EG and CG, instructed through ICT integrated pedagogy and traditional lecture-
based pedagogy respectively.

10. There is no significant difference between the mean teaching competence in

Mathematics concerning 'Skill of Summarization and Evaluation' among PSTs
in the EG and CG, taught through ICT integrated pedagogy and traditional
lecture-based pedagogy respectively.

1.11 Study Delimitations

● The investigation was confined to pre-service teachers enrolled in the four years
integrated B.Sc.-B.Ed. program at Fakir Mohan Autonomous College, affiliated
with Fakir Mohan University, Balasore, Odisha.

● Only pre-service teachers preparing for secondary education were included in

the study.

27 | P a g e
Chapter-I Introduction

● The sample size comprised solely 30 pre-service teachers from the 7th semester
of the B.Sc.-B.Ed. program.

● The study focused exclusively on pedagogy within the field of Mathematics.

● The investigation was carried out at Zilla School of Balasore district of Odisha.

● Only teaching competence was assessed.

● Limited categories of ICT tools were used.

28 | P a g e