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A qualitative structured interview approach was used with four participants from three Malaysian districts, and interview transcripts were analyzed with ATLAS.ti 8 through thematic coding. Results highlight motivation, space saving, conducive environments, thinking-skill development, and diverse resources. Teachers’ approaches rely on hardware/software such as Microsoft, Google, teaching aids, internet resources, and mobile apps. Constraints include technology use in calculations, communication, exploring diverse information, mathematical modelling issues, and technical limitations. Emerging themes are synthesized via schematic diagrams, supporting digital literacy development for Generation Z.",{"@graph":69,"@context":126},[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/the-importance-of-digital-literacy-in-quadratic-equations-strategies-used-and-issues-faced-by-educators/600152/",{"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/the-importance-of-digital-literacy-in-quadratic-equations-strategies-used-and-issues-faced-by-educators/600152.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"To identify teachers’ teaching styles and the problems they face when cultivating digital literacy skills for quadratic equations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data and interviews analyzed?",{"text":117,"@type":113},"The study used structured interviews and analyzed the transcripts with ATLAS.ti 8 by coding them based on thematic analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"Which aspects make digital literacy important in teaching quadratic equations?",{"text":121,"@type":113},"It includes motivation, space saving, a conducive environment, fostering thinking skills, and the diversity of learning resources.",{"name":123,"@type":110,"acceptedAnswer":124},"What constraints do educators face when using digital technology for quadratic equation learning?",{"text":125,"@type":113},"Constraints include technology limitations in calculations and communication, issues exploring diverse information, problems related to mathematical modelling, and technical constraints.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},600152,1792230439,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2022, 14(3), ep372 ISSN: 1309-517X (Online)  \nThe Importance of Digital Literacy in Quadratic Equations, Strategies Used, and Issues Faced by Educators  \nRicheal Phil Thien Kim How 1  \n 0000-0001-7720-2979  \nHutkemri Zulnaidi 1*  \n 0000-0002-7799-1223  \nSuzieleez Syrene Abdul Rahim 1  \n 0000-0001-9272-5241  \n1 Department of Mathematics & Science Education, Faculty of Education, University of Malaya, Kuala Lumpur, MALAYSIA  \n* Corresponding author: [hutkemri@um.edu.my](hutkemri@um.edu.my)  \nCitation: Kim How, R. P. T., Zulnaidi, H., & Abdul Rahim, S. S. (2022) . The Importance of Digital Literacy in Quadratic Equations, Strategies Used, and Issues Faced by Educators. Contemporary Educational Technology, 14(3), ep372 .  \n[https://doi.org/10.30935/cedtech/12023](https://doi.org/10.30935/cedtech/12023)  \nARTICLE INFO ABSTRACT  \n\n| Received: 4 Jan 2022\u003Cbr>Accepted: 7 Apr 2022 | The purpose of this study is to identify the teaching styles and problems that are faced by teachers in cultivating digital literacy skills for the topic of quadratic equations. This study helps to overcome and refine all shortcomings that occur in the process of instilling digital literacy skills into the topic of quadratic equations. This study employed a qualitative approach by adopting the structured interview method that involved four participants from three districts in Malaysia. The interview data were analyzed using the ATLAS.ti 8 software by dividing the transcripts into small codes based on thematic analysis. The findings show that the importance of digital literacy skills in quadratic equation comprises the aspect of motivation, space saving, conducive environment, fostering thinking skills, and diversity of resources. The results have also indicated that the teachers’ teaching approach is based on existing hardware and software such as the Microsoft software, Google software, teaching aids, the Internet resources, and mobile device applications. Among the constraints that are faced by the teachers include the use of technology in calculations, communicating information, issues in exploring the diversity of information, issues in mathematical modelling, and technical limitations. Accordingly, all emerging themes and codes are summarized using schematic diagrams. A major implication of this research is that it serves as a catalyst in cultivating digital literacy among generation Z such as using the TI-Nspire software to solve mathematical problems.\u003Cbr>Keywords: quadratic equation, qualitative approach, teaching styles, problems, digital literacy skills |\n| --- | --- |\n| INTRODUCTION |  |\n\nAlgebra is one of the main components of knowledge in the mathematics subject that is taught around the world. In fact, it has been tested in all 79 participating countries of PISA 2018, including Malaysia (OECD, 2019) . Algebra is also a required course for many students majoring in science, education, technology, and mathematics (STEM) and its abstract nature can cause significant difficulties for students who struggle to grasp the more theoretical aspects of the course (Stewart et al., 2019) . Thus, it is not surprising that algebra is regarded as the main key to enter the higher level of education such as universities (Utami & Jupri, 2021) . In Malaysia, algebra is integrated into the national syllabus according to specific chapters. In this regard, algebra chapters for lower secondary mathematics are related with those that are taught in upper secondary where a number of algebraic formula and problem solving that is learned in the former will be applied in the problem solving during the latter. Therefore, it is important for the students to be equipped with a strong  \nfundamental in algebra so that the time and effort that are allotted by the teachers to teach new knowledge are not wasted on repeating the lower secondary lessons.  \nThe current public examinations scenario has seen the inclu","cbCaibG0YYNhzOfP","https://ap.wps.com/l/cbCaibG0YYNhzOfP","pdf",340932,17,"English","# Introduction\n## Algebra education context\n## Emphasis on quadratic equations in examinations\n## Strategies and challenges in learning quadratic equations","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To identify teachers’ teaching styles and the problems they face when cultivating digital literacy skills for quadratic equations.\"},{\"question\":\"How were the data and interviews analyzed?\",\"answer\":\"The study used structured interviews and analyzed the transcripts with ATLAS.ti 8 by coding them based on thematic analysis.\"},{\"question\":\"Which aspects make digital literacy important in teaching quadratic equations?\",\"answer\":\"It includes motivation, space saving, a conducive environment, fostering thinking skills, and the diversity of learning resources.\"},{\"question\":\"What constraints do educators face when using digital technology for quadratic equation learning?\",\"answer\":\"Constraints include technology limitations in calculations and communication, issues exploring diverse information, problems related to mathematical modelling, and technical constraints.\"}]","The Importance of Digital Literacy in Quadratic Equations, Strategies Used, and Issues Faced by Educators | PDF",1792090137,43]