Exploring the Digital Paradox of Deeper Mathematical Learning: A Phenomenological Study of Indonesian Mathematics Teachers

Source abstract

Digital technology can make mathematics more visual, interactive, and exploratory, yet it does not necessarily lead to richer mathematical activity. This study explores how Indonesian mathematics teachers experience digital technology and make sense of its potential for deeper mathematical learning. Guided by Moustakas’s transcendental phenomenology, the study included 67 mathematics teachers, with 24 purposively selected for in-depth interviews and analysis of digital learning artefacts. The study analyzed data phenomenologically and compared sources, using NVivo 12 Pro to organize the data. The findings show that teachers valued technology for explaining concepts, visualizing abstract ideas, and engaging students, while facing challenges related to digital skills, student readiness, and classroom conditions. Teachers made sense of technology through five overlapping purposes: presentation, explanation, visualization, interaction, and exploration. However, analysis of 67 artefacts showed that presentation-oriented uses were more common than simulation-based activities. This tension defines the Digital Paradox: the possibilities teachers recognize do not always match the mathematical learning opportunities represented in their instructional designs. The findings highlight the importance of understanding not only how teachers experience and interpret technology, but also how its possibilities are reflected in the learning activities they design.