The Technological Difficulties in Italian Secondary Schools: A Study in the Field of Mathematics

Authors

DOI:

https://doi.org/10.47553/rifop.v100i39.1.113513

Abstract

Background: This study investigates the technological barriers faced by mathematics teachers in Italian secondary schools, emphasising the key factors affecting their ability to effectively integrate technology into their teaching practices.

Methods: A questionnaire was designed and initially tested with a pilot group of 45 mathematics teachers from vocational secondary schools in Sicily and Veneto. Following this, a broader survey was conducted with a sample of 557 teachers across different regions of Italy. The structural model was assessed using the maximum likelihood estimation method through AMOS software.

Results: The findings underscore the critical role of personal engagement within the school environment and students’ problem-solving abilities in influencing teachers' technological struggles. Additionally, dissatisfaction with school institutions, family involvement, and individual reluctance to adopt ICT in more complex educational tasks emerged as significant concerns.

Conclusions: The study highlights the profound impact of these technological challenges on teachers' capacity to enhance students' problem-solving skills. It stresses the need for stronger institutional support and proactive strategies to mitigate resistance to ICT adoption in education.

Author Biography

Pedro Jose Arrifano Tadeu, ESECD-CI&DEI (Center for Studies in Education and Innovation) - Polytechnic Institute of Guarda

Professor in the field of Mathematics Education at Polytechnic of Guarda (IPG), Post-Doc in Problem solving Skills at Kindergarten (Institute of Education, Faculty of Education, Sakarya University, Turkey), Ph.D. in Didactical and Technology - specialization in Didactical Mathematics (UTAD, Vila-Real), master's degree in Mathematics Education, degree in Mathematics Education (Faculty of Education, Coimbra University). Coordinator of Research Center related to Education and Innovation (CI&DEI - http://www.ipv.pt/cidei/english.htm - Guarda), Dean of HEI - School of Education, Communication and Sport, Polytechnic of Guarda, from 12/01/2015 until 14/01/2019. Member of the Executive Commission of CEI - (Centro de Estudos Ibéricos http://www.cei.pt/cei/estrutura.htm) from 12/01/2015 until 14/01/2019. Member of the board of UDI from 02/2012 until 12/2014 (Research Unit for Inland Development http://www.ipg.pt/udi/). Develops research in the area of Mathematics Education, ICT, Multicultural Education, ICT and Inclusion, Innovation in Education and Entrepreneurship Education. Has several scientific publications and develops activity with different HEI from Spain, Italy, Greece, Turkey, Sweden, Denmark, Lithuania, Latvia, Romania, Czech Republic, Hungary, Belgium, Germany, Albania, Ukraine, Uzbekistan, Brazil, Colombia, Cabo-Verde, Angola among others, is evaluator for ERASMUS+ Portuguese Agency and European COST projects. Coordinator of an ERASMUS+ KA2 Project TELESEICT from 2016-09 to 2019-08 Grant Number: 2016-1-PT01-KA203-022950

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Published

2025-04-18

How to Cite

Arrifano Tadeu, P. J., & Messina, F. (2025). The Technological Difficulties in Italian Secondary Schools: A Study in the Field of Mathematics. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 100(39.1), 39–64. https://doi.org/10.47553/rifop.v100i39.1.113513

Issue

Vol. 100 No. 39.1 (2025): Retos y desafíos para la investigación e innovación docente en contextos múltiples

Section

Monográfico

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