1. A QUALITATIVE STUDY ON THE IMPLEMENTATION OF DIGITAL TECHNOLOGY IN MATHEMATICS EDUCATION: THE TEACHERS’ ROLE
I. Bobonova, S. Ceretkova

2. 1 INTRODUCTION
Information and communication technology (ICT) infrastructure - projects DigiSchool and School on Touch.
The effective use of technology in the education - the teachers’ central role.
ICT has the potential to make a significant contribution to the pupil’s mathematics learning, because it can help them:
practise and consolidate number skills;
explore, describe and explain number patterns;
take their first steps in mathematical modelling by exploring, interpreting and explaining patterns in data;
experiment with and discuss patterns in number and shape and space;
develop logical thinking and learn from immediate feedback;
make connections within and across areas of mathematics;
develop mental imagery and write simple procedures.

3. 2 METHODOLOGY
In this study the teachers’ attitudes towards ICT use in mathematics education were investigated:
4 lower secondary schools in Nitra,
experienced teachers of mathematics,
field notes from class observations - the internal university observation sheet designed by CPU teacher educators.
Collected data were summarized by means of descriptive statistics.

4. 3 RESULTS
Teachers’ use of teaching aids and ICT in mathematics education

5. Teaching aids and ICT lesson phase location and the purpose of use
"Teacher used ICT to transfer information through PC and projector (mostly via PowerPoint presentation) instead of using their textbooks".
"Teacher used ICT to display assignments of mathematical tasks. Pupils did not receive paper copies; they followed the text on the screen".
"Pupils played a game with mathematical content in which they solved equations to advance on the next level. The teacher was in the position of a coach. Pupils enjoyed the mathematical game and were interested in possibility to play the game also at home".

6. 4 CONCLUSIONS
Mathematics teachers in Slovakia implement digital technology in their teaching, however, they still perform the instrumental teaching style.
The integration of ICT into mathematical daily courses opens many doors, especially in combination with contextual and realistic lessons which emphasize applications of mathematics in real life and, thus, require mathematical modelling, which can be well performed with the use of ICT.
Today’s primary school pupils were born into a world with digital technology, therefore, using technology during mathematics education is natural for them, unlike for the teachers.
Contemporary educational system needs specialists who can independently refill their knowledge, be mobile and open to innovations.
Teachers need further professional development concerning the effective use of digital technology.

7. THANK YOU FOR YOUR ATTENTION