In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review

Huu Tong Duong; Minh Dung Tang; Xuan Mai Vo; Tien-Trung Nguyen; Muhammad Noor Kholid; Nga Thi Hoang; Phuong Uyen Bui; Minh Triet Viet Le

doi:10.30935/cedtech/17321

Huu Tong Duong ¹, Minh Dung Tang ² ^* , Xuan Mai Vo ³, Tien-Trung Nguyen ⁴, Muhammad Noor Kholid ⁵, Nga Thi Hoang ⁶, Phuong Uyen Bui ¹, Minh Triet Viet Le ¹

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CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep598

https://doi.org/10.30935/cedtech/17321

Submitted: 20 April 2025, Published Online: 24 October 2025

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Abstract

Many studies have been conducted on in-service mathematics teachers’ beliefs and instructional practices regarding integrating information and communication technologies (ICTs) into teaching. This systematic review study investigates in-service mathematics teachers’ beliefs, instructional practices, and the relationship between them in integrating ICTs into their instruction. Based on the systematic review methodology and the guidelines for preferred reporting items for systematic reviews and meta-analyses, with descriptive statistics and qualitative analysis data processing methods, 15 studies published from 2014 to 2023 were selected to perform the analysis. These results indicate that many studies show teachers’ positive beliefs about ICTs, including their ability to facilitate teaching and learning, improve students’ understanding, and promote student-centered learning. At the same time, teachers use multiple forms of technological tools in many different teaching activities. However, difficulties in practice, from teachers’ technological skills and knowledge to pedagogical skills in classroom management, are also analyzed from selected studies. Furthermore, this study shows that the conclusions about a correlation between beliefs and instructional practices in integrating ICTs into teaching in previous studies are relatively diverse. From these results, the study offers recommendations to stakeholders on professional development for in-service mathematics teachers, indicates its limits, and identifies potential future research areas.

Keywords: beliefs, ICTs, in-service mathematics, teachers, instructional practice, systematic review

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Citation

Duong, H. T., Tang, M. D., Vo, X. M., Nguyen, T.-T., Kholid, M. N., Hoang, N. T., Bui, P. U., & Le, M. T. V. (2025). In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review. Contemporary Educational Technology, 17(4), ep598. https://doi.org/10.30935/cedtech/17321

Duong, H. T., Tang, M. D., Vo, X. M., Nguyen, T.-T., Kholid, M. N., Hoang, N. T., . . . Le, M. T. V. (2025). In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review. Contemporary Educational Technology, 17(4), ep598. https://doi.org/10.30935/cedtech/17321

Duong HT, Tang MD, Vo XM, et al. In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review. CONT ED TECHNOLOGY. 2025;17(4), ep598. https://doi.org/10.30935/cedtech/17321

Duong, Huu Tong, Minh Dung Tang, Xuan Mai Vo, Tien-Trung Nguyen, Muhammad Noor Kholid, Nga Thi Hoang, Phuong Uyen Bui, and Minh Triet Viet Le. "In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review". Contemporary Educational Technology 2025 17 no. 4 (2025): ep598. https://doi.org/10.30935/cedtech/17321

Duong, Huu Tong et al. "In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review". Contemporary Educational Technology, vol. 17, no. 4, 2025, ep598. https://doi.org/10.30935/cedtech/17321

Duong HT, Tang MD, Vo XM, Nguyen TT, Kholid MN, Hoang NT, et al. In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review. CONT ED TECHNOLOGY. 2025;17(4):ep598. https://doi.org/10.30935/cedtech/17321