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Teachers are Digitally Equipped, but for Teaching? Exploring Mathematics Teachers’ Perceived Levels of Digital Competencies for Teaching with Technology

Forster D. Ntow 1,
Christian Kwame Kpotosu 1 2 *
1 University of Cape Coast2 The Pennsylvania State University* Corresponding Author
Interdisciplinary Educational Technology, 1(1), 2025, e104
Publication date: Dec 19, 2025
Research Article
Open Access Open Access
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ABSTRACT

Utilising technology for teaching mathematics relies on the teachers’ ability to select and use suitable digital tools/resources for specific mathematics topics. Therefore, it can be anticipated that activities conducted within various instructional contexts necessitate distinct sets of competencies for teachers. This study examines senior high school mathematics teachers’ perceptions of their levels of digital competencies for teaching with technology, using the Mathematical Digital Knowledge for Teaching with Technology (MDKT) framework. We used a descriptive survey design rooted in the positivist paradigm to collect quantitative data on 178 mathematics teachers’ digital knowledge for teaching with technology in the Cape Coast Metropolis, Ghana. The data were collected from the mathematics teachers using a closed-ended questionnaire administered via Google Forms. The findings showed that mathematics teachers possessed high knowledge of digital content and curriculum, high knowledge of digital content and students, high specialised digital content knowledge, but moderate knowledge of digital content and teaching for teaching mathematics with technology. This calls for targeted training opportunities and professional development interventions to help teachers design and enact lessons using digital resources, thereby improving their digital knowledge for teaching mathematics with technology.

KEYWORDS

digital competencies digital knowledge content curriculum MDKT technology

CITATION (APA)

Ntow, F. D., & Kpotosu, C. K. (2025). Teachers are Digitally Equipped, but for Teaching? Exploring Mathematics Teachers’ Perceived Levels of Digital Competencies for Teaching with Technology. Interdisciplinary Educational Technology, 1(1), e104.
Harvard
Ntow, F. D., and Kpotosu, C. K. (2025). Teachers are Digitally Equipped, but for Teaching? Exploring Mathematics Teachers’ Perceived Levels of Digital Competencies for Teaching with Technology. Interdisciplinary Educational Technology, 1(1), e104.
Vancouver
Ntow FD, Kpotosu CK. Teachers are Digitally Equipped, but for Teaching? Exploring Mathematics Teachers’ Perceived Levels of Digital Competencies for Teaching with Technology. Interdisciplinary Educational Technology. 2025;1(1):e104.
AMA
Ntow FD, Kpotosu CK. Teachers are Digitally Equipped, but for Teaching? Exploring Mathematics Teachers’ Perceived Levels of Digital Competencies for Teaching with Technology. Interdisciplinary Educational Technology. 2025;1(1), e104.
Chicago
Ntow, Forster D., and Christian Kwame Kpotosu. "Teachers are Digitally Equipped, but for Teaching? Exploring Mathematics Teachers’ Perceived Levels of Digital Competencies for Teaching with Technology". Interdisciplinary Educational Technology 2025 1 no. 1 (2025): e104.
MLA
Ntow, Forster D. et al. "Teachers are Digitally Equipped, but for Teaching? Exploring Mathematics Teachers’ Perceived Levels of Digital Competencies for Teaching with Technology". Interdisciplinary Educational Technology, vol. 1, no. 1, 2025, e104.

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