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Using systematic review methodology, preferred reporting items guidance, descriptive statistics, and qualitative data processing, the study analyzes 15 publications from 2014 to 2023. Findings show generally positive ICT beliefs and diverse technology use, alongside practice difficulties spanning teachers’ technical competence and classroom-management pedagogical skills, with varied belief-practice correlations and recommendations for professional development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/in-service-mathematics-teachers-beliefs-and-instructional-practices-in-integrating-icts-into-teaching-a-systematic-review/600507/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/in-service-mathematics-teachers-beliefs-and-instructional-practices-in-integrating-icts-into-teaching-a-systematic-review/600507.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the systematic review examine about in-service mathematics teachers?","Question",{"text":112,"@type":113},"It examines teachers’ beliefs, their instructional practices, and how these two aspects relate when integrating ICTs into mathematics teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many studies and what time range were included in the review?",{"text":117,"@type":113},"Fifteen studies published from 2014 to 2023 were selected for analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results say about teachers’ beliefs and ICT use?",{"text":121,"@type":113},"Many studies report teachers hold positive beliefs about ICTs, including facilitating teaching and learning, improving students’ understanding, and supporting student-centered learning. Teachers also use multiple technological tools across different teaching activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600507,1792161153,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Contemporary Educational Technology, 2025, 17(4), ep598  \n ISSN: 1309-517X (Online)   \n OPEN ACCESS  Review Article  \nIn-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching: A systematic review  \nHuu Tong Duong 1  \n 0000-0002-4522-9760  \nMinh Dung Tang 2*  \n 0000-0001-5401-1395  \nXuan Mai Vo 3  \n 0009-0006-1972-3999  \nTien-Trung Nguyen 4  \n 0000-0002-3320-8962  \nMuhammad Noor Kholid 5  \n 0000-0002-7215-3239  \nNga Thi Hoang 6  \n 0009-0009-4664-6054  \nPhuong Uyen Bui 1  \n 0000-0002-8098-3398  \nMinh Triet Viet Le 1  \n 0000-0002-3949-2618  \n1 Can Tho University, Can Tho City, VIETNAM  \n2 Ho Chi Minh City University of Education, Ho Chi Minh City, VIETNAM  \n3 Dong Thap University, Dong Thap Province, VIETNAM  \n4 VNU University of Education, Ha Noi City, VIETNAM  \n5 Universitas Muhammadiyah Surakarta, Sukoharjo, Jawa Tengah, INDONESIA  \n6 Haiphong University, Hai Phong City, VIETNAM  \n* Corresponding author: [dungtm@hcmue.edu.vn](dungtm@hcmue.edu.vn)  \nCitation: 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) . Inservice 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](https://doi.org/10.30935/cedtech/17321)  \nARTICLE INFO ABSTRACT  \nReceived: 20 Apr 2025  \nAccepted: 3 Jul 2025  \nMany 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  \nthat 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.  \nKeywords: beliefs, ICTs, in-service mathematics, teachers, instructional practice, systematic review  \nINTRODUCTION  \nThe rapid development and spread of information and communication technologies (ICTs) in recent years have diversified the possibilities to enrich the teaching and learning environment (Bütün & Karakuş, 2021; Serin, 2017) . Teachers lead technology-enhanced mathematics instruction, which significantly differs from traditional paper-and-pencil methods (Wahyu et al., 2019) . This enabled both teachers and students to use digital resources and social networks in the teaching and learning process (Gudmundsdottir & Hatlevik, 2018; Leonard et al., 2018; Nagasubramani & Femi, 2018; Park et al., 2017; Pourdavood & Song, 2021; Serin, 2017) . For mathematics education, teachers can enhance the effectiveness of ICT by using various technological tools (Das, 2019) and operate comprehensive software to achieve learning objectives effectively (Fatahi","cbCaijMj3FUGdEFV","https://ap.wps.com/l/cbCaijMj3FUGdEFV","pdf",379437,24,"English","# Article info\n## Received and accepted dates\n# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What does the systematic review examine about in-service mathematics teachers?\",\"answer\":\"It examines teachers’ beliefs, their instructional practices, and how these two aspects relate when integrating ICTs into mathematics teaching.\"},{\"question\":\"How many studies and what time range were included in the review?\",\"answer\":\"Fifteen studies published from 2014 to 2023 were selected for analysis.\"},{\"question\":\"What do the results say about teachers’ beliefs and ICT use?\",\"answer\":\"Many studies report teachers hold positive beliefs about ICTs, including facilitating teaching and learning, improving students’ understanding, and supporting student-centered learning. Teachers also use multiple technological tools across different teaching activities.\"}]","In-service mathematics teachers’ beliefs and instructional practices in integrating ICTs into teaching - A systematic review | PDF",1792090827]