Leveraging digital tools to advance mathematics competencies among construction students

Abstract

This study investigated the impact of integrating design-technological activities on developing mathematical competencies among construction engineering students. A mixed methods approach compared curriculum delivery with and without digital tools across universities in Kazakhstan and Turkey. First, semi-structured interviews of faculty provided qualitative insights concerning technology adoption barriers. Next, an experimental group leveraging graphing calculators was tested against a control group using traditional techniques for solving straight line mathematics problems. Results showed the experimental group scored significantly higher at both Mukhtar Auezov South Kazakhstan University and MEF University, demonstrating enhanced conceptual understanding and problem-solving abilities when utilizing educational technologies. Interviews also suggested current training programs at Mukhtar Auezov South Kazakhstan University more extensively cover instructional design with mathematical digital tools. Findings highlight measurable learning benefits from incorporating technologies like dynamic geometry software and graphing calculators to improve construction engineering education.

Keywords:

• Mathematics education
• construction engineering
• design-technological activities
• digital learning tools
• faculty development

REVIEWING EDITOR:

• Nadaraj Govender, School of education, University of Kwazulu-Natal, South Africa

SUBJECTS:

• Mathematics education
• information & communication technology (ICT)
• ICT
• study skills
• higher education
• Education - Social sciences

1. Introduction

1.1. Background and problem statement

Educational development and progress have been regarded as major strategic priorities and have been incorporated into the long-term vision of Kazakhstan (Kazakhstan’s 2050 vision). Subsequently, state officials have pursued a number of reforms for higher education aimed at modernizing the national education system with the integration of advanced technologies. A major goal of the educational policies and reforms in the country is to develop its education sector in line with international standards (Tlepbergen et al., 2022). The reforms have positively affected the development of all aspects and disciplines of higher education. In line with such encouraging reforms, the focus has been on the continuous development of educational disciplines to improve teaching and learning effectiveness.

In this context, the present study is focused on the construction discipline, recognizing it as an important area of development. The construction industry is vital for economic growth and infrastructure development. Training qualified professionals is key to delivering critical projects like housing, hospitals, and transport networks.

In the context of educating future construction experts at the university level in modern times, Kirdasinova et al. (2022) suggest that students develop conceptual understanding of mathematical concepts most effectively through a combination of personal observation and visual modeling of mathematical objects and processes. This innovative pedagogical approach focusing on visualization should inform the selection of mathematical content and activities for construction-related disciplines. The ability to think and analyze quantitatively for the effective management of various activities and operations in the construction industry is among the major competencies of the students and professionals in the discipline. Most career paths in the industry require students to pass assessments of their construction- and design-related mathematics skills and competencies in terms of decimal and fraction calculations, unit conversions, design calculations and dimensions, measurements, length, area, volume calculations, angle trigonometry, etc.

Many university construction programs require students to be competent in mathematics subjects such as applied trigonometry, calculus, etc. This ultimately requires the teachers to incorporate effective teaching methods and practices to effectively train the students and build their competence in mathematics, which would enhance their overall quantitative abilities (Sassin, 2020). However, it has been found that, despite the crucial importance of mathematical abilities and competencies for construction, students are lacking in this area (Ching, 2020; O’Brien & Plotnick, 2010; Ragel, 2021). However, some research has raised questions about whether current teaching methods provide sufficient mathematical abilities and competencies needed for the construction industry (Ching, 2020; O’Brien & Plotnick, 2010). For example, one study found that students struggled to apply classroom knowledge in solving industry problems (Lee et al., 2016). Further investigation is warranted into possible gaps between university preparation and professional needs. This may be due to simply being presented with math problems without a true understanding of the concepts or insufficient training for seamlessly applying mathematics to this discipline (Lee et al., 2016; Williamson & Anderson, 2017).

A typical construction curriculum includes several mathematics courses (e.g. structural analysis, surveying, construction materials, floors, foundations, facilities management, cost estimation, and graphics/computer communications). Without strong mathematical abilities initially, construction students may struggle to grasp the advanced technical knowledge delivered via their university courses (Davis, 2011; Lee et al., 2016; Zhang et al., 2019). The goal is for the mathematics components of the construction curriculum to develop confidence and competency in quantitative skills over time. Thus, professional mathematics skills and confidence are required by students of the construction discipline for developing effective construction management cognizance. This ultimately calls for the adoption of effective and innovative training methods that can be incorporated into the professional training of university instructors teaching mathematics to students of construction (Sergeeva et al., 2020).

1.2. Professional training in teaching mathematics based on design-technological activities

Even though the potential to transform mathematics teaching through the incorporation of a variety of advanced digital technologies, such as graphic calculators, digital tools such as dynamic geometry software, and educational math apps and games, have been well recognized, investigations in various countries have shown that technology remains a marginal aspect of mathematics education (Donskikh, 2021). Nonetheless, the national mathematics curriculum mandates access to technical knowledge as well as sufficient resources and organizational support to effectively integrate technology into the daily work of teachers (Cahyono & Ludwig, 2018; Drijvers, 2019). Research conducted in Australia has examined the relationship between mathematics teachers’ use of technology and various factors that may facilitate or inhibit its use. The study found that the usage frequency of technology was positively associated with access to a set of class computers, software, and graphic calculators. However, teachers’ lack of skill and confidence in using the technology, as well as their lack of awareness of the benefits for student mathematics learning, were significantly lower compared to teachers who used technology more frequently (Bennison & Goos, 2010).

The study by Goos & Bennison (2008) investigated the relationship between the use of graph technologies and graphic calculators by secondary mathematics teachers and their educational knowledge and beliefs (Zone of Proximity Development). The researchers evaluated the relationship between the access to objects of analysis (zone of free movement) and opportunities for professional development (zone of the facilitated action). Teachers who use graphing calculators and devices frequently are more likely than other teachers to agree that the technology is beneficial to their students’ mathematics learning, to incorporate various graphing tools in classrooms, and to have participated in various technological professional training programs to enhance their competency in technology use for teaching mathematics (El Atmani et al., 2021).

Mathematics educators such as Litowitz (2009) have argued that students become mathematically competent when mathematics concepts and problem-solving are incorporated into technology lessons and design activities. Many technologically embedded lessons and activities commonly incorporated in technology-based classrooms can develop the mathematics skills of students (Litowitz, 2009). Mathematics education researchers such as Silk et al. (2010) have identified important advantages to combining mathematics and technology education. In particular, when students are provided with technological design problems and have to solve the problems mathematically, they are able to develop a greater mathematical cognizance and a more sophisticated understanding of the potential of mathematics to solve technological design problems. Students develop more effective solutions and understand those solutions by mathematically defining the technology design problems. Thus, mathematics training with technological design problems allows students to develop more cross-curricular connections (Hasbi et al., 2019; Silk et al., 2010).

1.3. Use of design-technological methods for teaching mathematics to students of the ‘construction’ discipline

The extant literature offers insights into various technological methods incorporated in the past for teaching mathematics to students of the construction discipline. Milovanovic et al. (2013) investigated the benefits and importance of using technological activities in mathematics teaching (in terms of geometry) to construction students. They used selected examples from the geometry multimedia lesson (conformal transformations and platonic solids). Fifty first-year students from the Faculty of Architecture and the Faculty of Construction Management were recruited into the study and were then divided into two groups. One of the groups was provided traditional lectures for construction courses, while the other group was taught using multimedia lessons for geometrical shapes and dimensions. The multimedia lessons were delivered via Macromedia Flash software and all the lessons were taught with the potential for visualization, animation, illustrations, etc. The results of the study showed that the students who were taught via design-technological activities involving visualization, animation, and illustrations demonstrated superior theoretical and practical knowledge and a greater ability to apply mathematical skills to building and construction problems.; they also showed great interest in this type of learning.

Pepin et al. (2021) discussed innovative teaching practices in the subject of mathematics for engineering specialty students, focusing on the design of digital curricula. Digital platforms provide students with varied resources and academic tools for self-directed learning, which could replace the conventional lecture format for teaching complex and intricate subjects. In a similar manner, van der Wal et al. (2019), Stillman et al. (2020), and Tang et al. (2022) introduced specialized tools to improve the teaching of mathematics to professional students, focusing on the concept of techno-mathematical literacy, which combines IT competencies with mathematical modeling. This is a much-needed practice, in terms of technical workplaces, to prepare the students of today for the futuristic world. Abou-Hayt et al. (2019) focused on mathematical modeling designs and their integration into professional teaching practices, and the results showed deeper student learning and better conceptual understanding.

The present study aimed to determine a variety of effective training methods based on design-technological activities that can be incorporated for the highly professional training of construction students in Kazakhstan, focused on enhancing and developing their mathematical competence.

1.4. Research objectives and research question

In the Republic of Kazakhstan, the need for effective professional training in teaching mathematics to students specializing in the field of construction has become increasingly crucial. With advancements in science, technology, and industry, coupled with the demand for highly skilled professionals in the construction sector, it is imperative to develop innovative methods that enhance the quality of mathematics education for construction discipline students. The effectiveness of professional training methods plays a vital role in equipping students with the necessary mathematical competencies and skills required for success in the construction field. However, traditional teaching approaches often fail to capture the interest and engagement of students, hindering their understanding and application of mathematical concepts in real-world contexts (Cahyono & Ludwig, 2018). To address this challenge, exploring innovative methods that incorporate design-technological activities—such as project-based learning using digital geometry tools (Milovanovic et al., 2013) or mathematically modeling real-world problems through coding (Stillman et al., 2020)—has garnered significant attention. These approaches aim to engage students in interactive, visually-enriched lessons that bring mathematical concepts to life.

The research question guiding this study is as follows: what is the impact of using innovative methods based on design-technological activities on the effectiveness of professional training for teaching mathematics to students specializing in construction in Kazakhstan? This question drives the investigation into the potential benefits and outcomes that can be achieved through the integration of design-technological activities within the professional training process. This study aims to contribute to the existing body of knowledge by exploring how various design-technological activities can be incorporated into the development of effective training methods for teaching mathematics to construction discipline students in Kazakhstan. By identifying and developing methods tailored to the specific needs of the construction field, this research seeks to enhance the mathematical competencies and problem-solving abilities of students within the university framework.

The significance of this study lies in its potential to address the gap in current professional training methods and provide valuable insights for educators, policymakers, and curriculum developers. By incorporating design-technological activities into the training process, educators can foster a more engaging and interactive learning environment, allowing students to visualize mathematical concepts, apply them to real-world scenarios, and develop the essential skills needed in the construction industry.

1.5. Research scope

The current study is limited to Mukhtar Auezov South Kazakhstan University and MEF University in Maslak, Turkey students. The selected audience for the research is educational professionals who teach mathematics to build specialty students currently studying at Mukhtar Auezov South Kazakhstan University and MEF University in Maslak, Turkey. Although teachers undergo many vocational training procedures regarding mathematics teaching in Kazakhstan and Turkey, this research focuses specifically on increasing the effectiveness of the professional training process to teach mathematics to students in the construction discipline using technological activities.

2. Research methodology

2.1. Research design

This study was conducted in two distinct phases. The first phase investigated university lecturers’ attitudes and usage behaviors regarding digital technologies for mathematics instruction. The second phase examined whether incorporating select digital tools enhances construction specialty students’ mathematical competencies at Mukhtar Auezov South Kazakhstan University and MEF University. A combination of quantitative and qualitative data collection methods was employed to gather comprehensive insights into the research objectives.

2.2. First phase

The first study phase focused on university lecturers who instruct mathematics courses for construction specialty students. The objective was to assess the extent to which these educators currently integrate digital technologies into their pedagogical approaches and content delivery. This instrument was administered to 88 total lecturers, comprised equally of 50 from Mukhtar Auezov South Kazakhstan University and 38 from Turkey’s MEF University, enabling cross-comparison. Semi-structured interviews were conducted with a subset of lecturers to gain more in-depth qualitative insights concerning enablers and barriers related to technology adoption. The combination of collecting self-reported quantitative usage data supplemented by qualitative perspectives furnished an informative profile regarding the utilization of educational technologies among this critical stakeholder group responsible for developing relevant skills in the next generation of construction industry professionals.

The mathematics faculty of Mukhtar Auezov South Kazakhstan University comprised 50 full-time teachers that the researchers could recruit in this study. On average, most of the teachers in the mathematics faculty had over 11 years of experience in the field (Figure 1). The faculty included 11 professors, 27 associate professors, 5 assistant professors, and 7 lecturers (Figure 2). As for MEF University, the mathematics faculty comprised 38 full-time teachers that the researcher could recruit in the study. Most of the teachers in the mathematics faculty had over 11 years of experience in the field (Figure 1). The faculty included 7 professors, 17 associate professors, 6 doctoral supervisors, and 8 master’s supervisors (Figure 2).

Figure 1. The participants’ experience levels.

Figure 2. The participants’ professional level.

The Phase One lecturer data collection was administered by the research team. 30-minute semi-structured interviews via videoconference with lecturers, balanced evenly between institutions were managed. Interview interactions were audio recorded with participant consent for later transcription and analysis by the team. These qualitative discussions afforded rich dimensionality into how extensively digital tools have permeated mathematics instruction across different university contexts.

2.3. Second phase

The second research phase shifted focus to an experiment with construction specialty students to directly analyze impacts of technology integration on mathematical competencies. The key objective was to evaluate whether access to and usage of select digital tools would enhance students’ conceptual understanding and problem-solving abilities in mathematics compared to conventional methods alone. A total of 80 students participated, comprised of 40 from each Mukhtar Auezov South Kazakhstan University and MEF University. Stratified random assignment populated an experimental and control arm with 40 students per group. The majority of the 80 students were male, representing 60% compared to a 40% proportion of females. Half of the participants were aged 21-23 years old. Looking at academic year breakdowns, junior students comprised the largest share at 40% of the sample population. The remaining participants spanned freshmen, sophomores and senior level students as well, resulting in a cross-section of educational experience being included (see Table 1).

Table 1. Demographic profile of student participants (N = 80) in the second study phase mathematical achievement assessment.

Demographic	Category	Number	Percentage
University	Mukhtar Auezov South Kazakhstan University	40	50%
	MEF University	40	50%
Gender	Male	48	60%
	Female	32	40%
Age	18–20 years	22	27.5%
	21–23 years	40	50%
	24–26 years	14	17.5%
	27–29 years	4	5%
Academic Year	Freshman	16	20%
	Sophomore	24	30%
	Junior	32	40%
	Senior	8	10%

All participants completed an identical straight lines achievement test with items requiring demonstrations of procedural knowledge and applied analytical skills. However, the experimental group utilized TI-83 Plus graphing calculators as an intervention during the assessment. The control group relied solely on traditional computational techniques devoid of supplemental digital aids.

The straight lines test was selected as the quantitative evaluative criteria in phase two given the concept’s relevance and applicability within construction engineering contexts. As Collins et al. (1991) review, competency in analytically working with straight lines corresponds directly to core spatial skills like interpreting architectural drawings and carrying out measurements that are essential for students’ future career success. Additionally, Williamson & Anderson (2017) used a similar straight-line assessment to predict capacity to grasp technically complex ideas taught in subsequent construction coursework. Manipulating equations of lines invokes a breadth of interconnected capabilities including visualization, proportional reasoning, dimensionality, and transference between algebraic and geometric representations (Kinach, 2002). Thus, the construct measured by achievement on straight line conceptual fluency serves as a suitable proxy for overall mathematical proficiency among the sample while maintaining direct industry connections. By choosing subject matter content intrinsically tied to real-world building and design scenarios, the results offer enhanced generalizability and applicability for informing pedagogical approaches geared towards producing occupationally-equipped graduates.

For the Phase Two student experiment, participating lecturers assisted the research team in recruiting 80 construction specialty undergraduates balanced evenly between sophomore and junior academic standing at each institution. Simple random assignment populated the control and experimental groups with 40 students each, 20 students per academic year. Proctors directly supervised in-person administration of the paper-based straight lines assessment in testing rooms, preventing between-group communication. The experimental group received graphing calculators upon starting the test. Proctors manually entered all 80 completed test scores into a digital database managed by the central research team for subsequent statistical analysis in SPSS software evaluating technology impacts on mathematical achievement. This experimental design and team data handling approach enabled unbiased investigation of the study research question focused on effective pedagogical strategies tailored for digitally-enhanced construction engineering education. The whole process of data collection occurred from December 2022 to February 2023.

3. Results

This section presents the results of a comparative survey conducted at Mukhtar Auezov South Kazakhstan University and MEF University involving teachers involved in teaching mathematics to the students of the construction discipline in both universities. This is followed by an assessment involving the students in the construction discipline in both universities. The core purpose was to assess the effectiveness of the design-technological activities incorporated by the Mukhtar Auezov South Kazakhstan University and MEF University to determine if the professional training of the teachers in the use of design-technological activities for teaching mathematics resulted in a difference in outcome for the students in terms of their mathematical competencies. This was carried out to test the assumption that the use of design-technological activities increases the effectiveness of professional training methods in teaching mathematics to students of the construction discipline.

3.1. Findings of phase one (qualitative analysis of interviews)

The present section is focused on delineating methods that can be incorporated for increasing the effectiveness of professional training methods in teaching mathematics to students of the construction discipline based on design-technological activities. The results are based on interviews with the mathematics faculty of Mukhtar Auezov South Kazakhstan University. It was found that, currently, the teachers at Mukhtar Auezov South Kazakhstan University are trained to use handheld graphing technology such as graphic calculators to teach mathematics to the students of construction. One of the teachers asserted that ‘Using the graphing tools and calculators, we are able to incorporate use of visual models for teaching mathematics to the students that enhance their ability to comprehend various mathematical problems’. Another teacher added to this discussion, stating that ‘…. the students of construction discipline are better at visualizing and have a good spatial ability. Hence, it is more relevant to use a visual aid to teach mathematics to the students of construction discipline rather than using conventional methods’.

This appears to be in line with the findings of Ndlovu (2019), who stated that the use of various graphing tools in mathematics teaching creates opportunities that allow students to incorporate visual models, diagrams, and symbols to explore and comprehend various complex mathematics and solutions. Thus, the use of graphing tools facilitates design-technological activities that have changed the dynamics of the classroom as learners are able to be proactive in interacting, discussing, and sharing strategies for solving mathematics problems, resulting in enhanced content retention. One of the interviewed teachers asserted that ‘the use of graphing and various visualization tools in the classrooms enable the students to leverage on the visual data that motivate them to explain the visual models, graphs into mathematical functions. This enhances their applicative thinking’. All in all, this shows that teachers that are trained to use graphing tools like graphic calculators for teaching mathematics are better able to build the mathematics skills and competencies of the construction discipline students.

The teachers of the mathematics faculty were probed to suggest more contemporary design-technological activities that should be incorporated for increasing the effectiveness of professional training methods in teaching mathematics to students of construction at Mukhtar Auezov South Kazakhstan University and at other universities in Kazakhstan. Most of the teachers suggested the use of dynamic geometry technology for the students in the construction domain. As one of the teachers in the session said:

The students of the construction discipline have to increasingly use geometry to create effective comprehensive construction plans and for the estimation and division of space. The use of geometry is critical for them to develop accurate structures. This is why dynamic geometry programs can be extremely useful for the students to develop mathematics skills and efficiently develop better designs.

One of the other teachers asserted that ‘the use of dynamic geometry technology allows the student to interactively represent and manipulate geometric objects. Such design technology can facilitate the ability to create geometric models of objects such as points, lines, and circles, along with the dependencies between the objects’. In this regard, Inayat & Hamid (2016) have asserted that the use of dynamic geometry technology results in the maximization of students’ learning of geometry by helping them in visualizing the geometry concepts they are learning. Table 2 summarizes the design technologies suggested by the mathematics faculty for improving the effectiveness of professional training methods in teaching mathematics to students of the construction discipline.

Table 2. Design technologies for improving the effectiveness of professional training methods in teaching mathematics to students of the construction discipline.

Design Technologies	Description
GeoGebra	Application for interactive geometry, algebra, statistics, and calculus that can be used via various devices, including desktop computers, laptops, and smartphones across a variety of platforms. The use of GeoGebra combines graphing and designing with different mathematics disciplines and problems, allowing the students to visualize mathematics problems and solve them using design and graphic solutions.
Archimedes Geo 3D	Application for practicing dynamic geometry in three dimensions. This allows the students to design and execute various geometrical constructions in a three-dimensional manner. This way, construction students are better able to relate geometric applications with the construction discipline and develop competence in this discipline.
Tabula	Geometry learning program that can be used across various platforms by the student, allowing them to solve a wide variety of geometry problems via visualizing and designing. Thus, students are better able to relate mathematics to the field of construction.
Geometer’s Sketchpad	Interactive commercial geometry program for various mathematics disciplines including geometry, algebra, and calculus, enabling students to solve mathematics problems via graphing and visualization.
Cabri	Another interactive and design-based geometry program that can be used by teachers for teaching geometry and trigonometry to students by visualizing the problems and geometrical constructions.

Among other design technologies, the majority of the teachers emphasized the use of GeoGebra as a contemporary tool for training students in the construction discipline. GeoGebra is a dynamic geometry program that helps with forming points, lines, and all curves, thus enabling students to create a variety of mathematical presentations (Yohannes & Chen, 2021). One of the teachers in the interview session asserted that ‘GeoGebra can facilitate the students in designing spatial forms and constructions in a more time-efficient and accurate manner which makes it appropriate for the students to construction discipline in the universities of Kazakhstan’.

From the interviews, the following features of GeoGebra were identified as potential contributors to increasing the effectiveness of professional training methods for teaching mathematics to students of construction in the universities of Kazakhstan:

• Drawing of objects and structures is quicker and more precise with the use of GeoGebra than with manual graphing and solving mathematics functions.

• GeoGebra programs have animation and manipulation (drag) movements, giving students a clearer visual experience in comprehending and establishing an understanding of mathematical concepts.

• GeoGebra makes it easier for both teachers and students to explore and view properties that apply to math objects.

According to the interviews, the following method incorporating the GeoGebra application is to be followed for professional training for teaching mathematics to students of the construction discipline in the universities of Kazakhstan: the identification of the teaching material requirements, design of the teaching materials, validation of the designs, and creation of the teaching materials.

3.2. Results of phase two analysis

The homogeneity of variances was tested to assess whether the variances of the dependent variable (in this case, the scores on the straight-line achievement test) were equal between the experimental and control groups. This test is important because if the variances are significantly different, it can affect the validity of subsequent statistical tests such as the t-test. In our study, the homogeneity of variance test yielded an F-value of 1.787 with a corresponding p-value of 0.184. This indicates that there was no significant difference in the variances of the scores between the experimental and control groups. Interpreting the results, since the p-value (0.184) was greater than the significance level (usually set at 0.05), we failed to reject the null hypothesis of unequal variances. Therefore, we could assume that the assumption of homogeneity of variances was met and proceed with confidence in interpreting the results of the subsequent t-tests.

To compare the performance between the experimental and control groups at Mukhtar Auezov South Kazakhstan University, an independent sample t-test was conducted. Table 3 displays the results of this analysis.

Table 3. Independent samples t-test results for straight line achievement test at Mukhtar Auezov South Kazakhstan University.

	Experimental Group	Control Group	T-value	P-value
Mean	34.45	26.87
SD	4.21	3.91
N	40	40
Mean Difference	–	–	2.64	0.005

A significant difference was found between the experimental and control groups at Mukhtar Auezov South Kazakhstan University (t(78) = 2.64, p = 0.005). The mean score of the experimental group (M = 34.45, SD = 4.21) was significantly higher than that of the control group (M = 26.87, SD = 3.91). Similarly, for MEF University, an independent sample t-test was conducted to compare the experimental and control groups. Table 4 presents the results of this analysis.

Table 4. Independent samples t-test results for straight line achievement test at MEF University.

	Mukhtar Auezov South Kazakhstan University	MEF University	T-value	P-value
Mean	32.39	27.32
SD	3.71	4.13
N	40	40
Mean Difference	–	–	3.12	0.001

A significant difference was observed between the experimental and control groups at MEF University (t(78) = 3.12, p = 0.001). The mean score of the experimental group (M = 32.39, SD = 3.71) was significantly higher than that of the control group (M = 27.32, SD = 4.13). To compare the performance of students from both universities, an independent sample t-test was conducted. Table 5 presents the results of this analysis.

Table 5. Independent samples t-test results for comparing the performance of students from both universities.

	Experimental Group	Control Group
	Mukhtar Auezov South Kazakhstan University vs. MEF University	Mukhtar Auezov South Kazakhstan University vs. MEF University
t-value	1.12	1.39
p-value	0.133	0.084

No significant difference was found in the performance of students from Kazakhstan and Turkey universities in the experimental group (t(78) = 1.12, p = 0.133) or the control group (t(78) = 1.39, p = 0.084). These results indicate that the use of digital technology in teaching mathematics had a significant positive impact on the performance of students at both universities compared with the control groups. However, no significant difference was observed between the performance of students from the two countries.

4. Discussion of the findings

The findings of this study provide valuable insights into the effectiveness of using digital technology in teaching mathematics to construction specialty students at two universities, namely Mukhtar Auezov South Kazakhstan University and MEF University. The results revealed significant differences in the performance of students in the experimental group compared with the control group at both universities. The experimental group, which used digital technology to solve straight-line problems, achieved significantly higher mean scores compared with the control group using conventional methods. This suggests that the integration of digital technology, such as TI-83 Plus graphing calculators, enhanced students’ understanding and problem-solving abilities related to straight lines. Specifically, at Mukhtar Auezov South Kazakhstan University, the experimental group demonstrated a mean score of 34.45, significantly higher than the control group’s mean score of 26.87 (t(78) = 2.64, p = 0.005). Similarly, at MEF University, the experimental group achieved a mean score of 32.39, significantly higher than the control group’s mean score of 27.32 (t(78) = 3.12, p = 0.001). These findings highlight the positive impact of digital technology on students’ performance in solving straight-line problems, regardless of the university they attended. Furthermore, the comparison of students’ performances between the two universities showed no significant difference in either experimental or control groups. This suggests that the effectiveness of digital technology in teaching mathematics was consistent in both universities, indicating its potential as a beneficial educational tool for construction specialty students irrespective of their geographical location.

The results revealed that the use of digital technology in teaching mathematics can enhance students’ mathematical comprehension. By providing students with graphing calculators and incorporating them into the learning process, they could visualize and manipulate straight-line problems effectively. The interactive nature of digital tools facilitated active engagement, discussion, and the sharing of strategies among students, resulting in enhanced learning outcomes. These findings have implications for mathematics education in construction programs. Integrating digital technology into the curriculum can be a valuable approach to enhancing students’ mathematical abilities and preparing them for the demands of the construction industry. It is recommended that universities and educators consider incorporating digital tools and design-technological activities into their teaching methods to improve students’ mathematical cognition and competence. This finding supports previous studies suggesting a correlation between the teachers’ use of technology and the students’ ability to use technology for better performance (Bennison & Goos, 2010). Such students are better at comprehending the mathematics problems at hand.

Based on interview discussions, lecturers at Mukhtar Auezov South Kazakhstan University generally reported more frequent integration of design-technological activities and tools for teaching construction-focused mathematics. Specifically, these lecturers described adoption of graphic calculators, graphing devices, designing applications, multimedia visualizations, and problem-based learning in their instructional approaches. In comparison, MEF University lecturers appeared less uniformly exposed to training programs focused on technologies in mathematics education. This potentially translates to comparatively lesser usage of digital enhancements versus traditional pedagogies as conveyed by sampled participants, though further observational research could better substantiate variances suggested by the self-reported interview accounts. Critically, the experimental phase results demonstrated enhanced mathematics comprehension and problem-solving performance when utilizing digital technologies versus traditional methods alone across both universities. Students leveraging graphing calculators as a learning aid achieved higher scores compared to peers restricted to conventional computations. Thus, the quantitative data highlights measurable learning benefits from embedding educational technologies even when initially lacking full integration. Given such evidence, providing professional development programs focused on instructional design utilizing mathematical digital tools appears advantageous based on measured impacts on construction engineering student achievement. Comparatively lower existing adoption rates at MEF University signify missed opportunities that dedicated training initiatives could help fulfill, bringing practices and ultimately student outcomes more in line with the digitally-enhanced pedagogies predominantly modeled by lecturers at Mukhtar Auezov South Kazakhstan University.

It was found that the teachers at Mukhtar Auezov South Kazakhstan University, owing to their training, taught students about construction using various design-based technological tools and activities, such as the use of graphic calculators, while the students at MEF University were taught via conventional methods. These findings agree with the suggestion of Goos & Bennison (2008) regarding the use of graphing technologies by mathematics teachers and their beliefs. In particular, teachers who use graphing calculators and technological devices believe that the use of such technologies contributes to students’ math learning and cognizance. This explains the difference between the teaching methods of the teachers at both universities. When their students were assessed, the students who had been taught using design-technological activities and had used various design-based tools for solving the mathematics assessment were found to perform better than the students using conventional methods.

This shows that the students of teachers who are trained to use design-technological activities for teaching mathematics perform better on various complex mathematics problems via visualization and design. These findings are in line with the findings of the extant relevant literature, as it has been found that students demonstrate a high mathematical competence when they are taught mathematics with the integration of technological tools and lessons (Litowitz, 2009). Also, it has been asserted that students who are trained with technological design problems are able to develop a better mathematical cognizance, while the use of such innovative tools enables them to have a better understanding of mathematics as they define mathematics problems via visualization and design (Hasbi et al., 2019; Silk et al., 2010). Thus, all in all, the use of such design-technological activities and tools enables students to have better mathematical competency.

As the ability to think and analyze quantitatively has been found to be essential for students of the construction discipline (Ching, 2020; O’Brien & Plotnick, 2010; Ragel, 2021), researchers have explored the methodologies that can be incorporated for increasing the effectiveness of professional training methods in teaching mathematics to students of the construction discipline. In this study, the use of handheld graphing tools and dynamic geometry technology was suggested by the teachers. They asserted that these tools allow them to incorporate various visualization and graphing activities that enable the students to solve mathematics problems by constructing and analyzing various geometrical models. Being students of the construction discipline, the students are better able to understand and comprehend various mathematics problems when using designing and visualizing activities. As per the findings of the interviews, owing to the visualization and construction skills of the students of the construction discipline, the use of visual aids is an appropriate approach to teach these students mathematics rather than relying on the conventional core numerical and statistical methods.

These findings are aligned with the findings of Milovanovic et al. (2013), who asserted that the use of design-technological activities involving visualization, animation, and illustration contributes to better mathematic competency development in students, which ultimately enables them to apply mathematical skills to various construction problems. Also, the use of such technologies makes learning more interactive, simulated, and interesting for the students. The handheld graphing tools were proposed as the major tools for incorporating design-technological activities in the teaching of mathematics to the students of the construction discipline. Goos & Bennison (2008) have supported these findings by asserting that the use of graphic calculators enables teachers to improve the mathematics learning and practice of the students. The use of such graphing tools in mathematics teaching enables the students to use visualization for understanding the mathematical models and developing appropriate solutions (Ndlovu, 2019).

Furthermore, the use of dynamic geometry technologies was also proposed for increasing the effectiveness of mathematics teaching with design-technological activities, and various technological programs were suggested to be incorporated. It was found that regardless of the choice of the model, these dynamic geometry technologies allow the student to incorporate geometric construction and manipulate geometric objects to analyze the mathematical problems and develop appropriate geometric models. Rather than using numeric and statistical methods, students are able to visualize the geometry concepts, which enables them to better apply the problem and the solution in the context of construction (Inayat & Hamid, 2016). Among all the suggested tools, the use of GeoGebra was emphasized the most as the major contemporary tool for mathematical training that allows the students to develop various three-dimensional models and form points, lines, and all curves to represent a quantitative construction problem in a three-dimensional manner. These findings again support the findings of the extant literature, as the integration of IT competencies with mathematical modeling has been found to be effective for students of the construction discipline. The use of mathematical modeling designs enables students to develop an in-depth learning and a better conceptual understanding of mathematics problems in the construction realm (Abou-Hayt et al., 2019; Stillman et al., 2020; van der Wal et al., 2019).

While this study focused on the use of digital technology in teaching mathematics to construction students, further research could explore the long-term effects and sustainability of using digital tools in mathematics education. Additionally, investigating the perceptions and attitudes of students and teachers toward the integration of digital technology would provide valuable insights into its acceptance and potential barriers to implementation.

In conclusion, this study demonstrates the effectiveness of digital technology in teaching mathematics to construction specialty students. The results highlight the positive impact of incorporating digital tools on students’ performance and provide evidence to support the integration of design-technological activities in mathematics education. By embracing digital technology, universities can enhance the quality of professional training and better equip construction specialty students with the necessary mathematical skills for success in their field.

5. Conclusion

In conclusion, this study examined the effectiveness of incorporating digital technology in teaching mathematics to construction specialty students at Mukhtar Auezov South Kazakhstan University and MEF University. The findings demonstrated the positive impact of using digital tools, specifically TI-83 Plus graphing calculators, on students’ performance in solving straight-line problems. The results revealed that students in the experimental groups, who used digital technology, achieved significantly higher mean scores compared with students in the control groups, which used conventional methods. The integration of design-technological activities and interactive tools enabled students to visualize and manipulate mathematical concepts effectively, leading to improved learning outcomes. Moreover, the comparison between the two universities indicated that the effectiveness of digital technology in teaching mathematics was consistent regardless of the university location. This highlights the generalizability and potential benefits of incorporating digital tools in mathematics education for construction specialty students. The findings of this study have important implications for mathematics education in construction specialty programs. By embracing digital technology and integrating it into the curriculum, universities and educators can enhance students’ mathematical cognition and competency, preparing them for the challenges of the construction industry. The interactive nature of digital tools encourages active engagement, collaborative problem-solving, and the sharing of strategies among students, fostering a dynamic and stimulating learning environment.

It is recommended that universities and educational institutions consider adopting and integrating digital tools, such as graphing calculators, in their mathematics courses. However, it is essential to provide appropriate training and support to teachers to ensure effective implementation and utilization of these technologies in the classroom. Additionally, future research should explore the long-term effects of using digital technology in mathematics education and investigate students’ and teachers’ perceptions and attitudes toward its integration.

5.1. Research novelty

This study makes several notable contributions to research novelty. First, it represents one of the earliest investigations examining application of design-technological activities for construction engineering education within Kazakhstan and Turkey higher education contexts specifically. The cross-national comparative analysis of technology integration impacts also offers a unique dual perspective.

Additionally, the focus on enhancing mathematical conceptual fluency and problem-solving abilities among construction students addresses a clearly identified practical skills deficit within the industry while also filling a gap in research on effective pedagogical techniques tailored for the field. The study’s intentional alignment of chosen evaluation criteria and experimental design around occupationally relevant competencies rather than decontextualized mathematics adds notable value and applicability.

Finally, investigation of multiple technologies like graphing calculators and dynamic geometry software expands consideration beyond the often-studied generic calculators or computers to domain-specific digital tools. The detailed qualitative findings revealing perceived advantages of GeoGebra for visually modeling geometrical constructions signifies an incremental knowledge advance regarding instructional aids with high utility for construction programs.

5.2. Theoretical contribution

This study makes several key contributions to expanding the theoretical foundations of technology-enhanced mathematics education. First, the research further validates and strengthens Taylor’s (1980) integrative framework positing educational technologies as impactful tools for enabling active learning when thoughtfully incorporated rather than just supplements. The experimental results and qualitative accounts clearly demonstrate interactive digital aids provide construction students scaffolding to actively construct deeper mathematical meaning rather than passively receiving information.

Additionally, the findings reinforce and extend Koole’s FRAME model highlighting the interdependency between various factors influencing technology adoption (Koole, 2009). The lecturer interviews revealed that access, competency, benefits awareness, and availability of ongoing support all critically shape whether instructors utilize digital tools, aligning with key model components. Thus, the research offers confirming evidence and application of FRAME model implications in the context of applied tertiary mathematics education.

Furthermore, the work conceptually connects domains of technology-based learning research often conducted separately, namely dynamic geometry software primarily studied among math educators (Gueudet et al., 2014) versus more generalized educational or occupational technology research. Identifying GeoGebra’s advantages reflects a bridging theoretical contribution as findings implies transferable benefits of dynamic geometry tools to technical disciplines requiring spatial visualization.

Finally, the research provides some early theorization around notion of techno-mathematical literacy (Stillman et al., 2020) for construction, affirming the benefit students gain when learning experiences fuse mathematical and digital competencies. The experimental results offer quantitative support that graduates integrating algorithmic and design-based technical skills better solve industry problems.

5.3. Practical contribution

This research provides several meaningful practical contributions for enhancing mathematics pedagogy in construction engineering education. First, the experimental results supply construction programs with concrete evidence regarding learning benefits of digital technology integration. Demonstrated assessment performance improvements should motivate adoption by inherently pragmatic industry-oriented education initiatives. The findings identify specific tools like graphing calculators and GeoGebra as high-impact aids faculty can incorporate with minimal training requirements.

Additionally, the lecturer’s accounts reveal key barriers hindering broader teaching technology adoption, including gaps in specialized professional development training focused on mathematics education tools. Addressing such hurdles through upskilling initiatives for instructors could dramatically amplify positive impacts on students. More universities prioritizing development programs for equipping faculty to leverage education technologies in their instruction emerges as an actionable recommendation.

Furthermore, study outcomes have significant curriculum and resource allocation implications for accreditation bodies and policymakers. Quantitative proof of technology-enabled achievement gains supplements qualitative feedback for informing required mathematics course standards and competency definitions. Likewise, results provide administrators with an evidence basis supporting investments in digital tools like graphing calculators and dynamic geometry software as well as facilities enabling their integration.

Finally, findings clearly identify mathematical proficiency gaps between expectations and actual demonstrated application abilities among construction graduates. The misalignment highlights the need for enhanced instructional approaches tailored to industry problem-solving starting from foundational courses onward per study insights. Propagating technologies and activities positively benefiting conceptual orientation over rote numerical calculations offers a practical remedy.

5.4. Strengths and limitations

This study investigated the case of two universities, applying a combination of quantitative and qualitative data collection methods to achieve comprehensive results. Participants of this study were the lecturers who taught mathematics to the construction students, as well as construction students themselves. In other words, the demography of this study was as relevant to the declared problem as it could be. Data analysis was performed both quantitatively and qualitatively in this study. The quantitative data obtained from the questionnaire were analyzed using the SPSS. Then, the qualitative data were analyzed manually and coded to identify recurring themes. The analysis focused on extracting meaningful qualitative findings that complemented and enriched the quantitative results.

In terms of theory, this study contributes to three related but distinct areas, namely, design-based technologies, the mathematics discipline, and the construction discipline, and explores the connection between these areas for the benefit of the professional training of teachers and for students’ learning. This study is the first to show that construction students can perform better in terms of demonstrating mathematical competency and applying mathematical concepts in the field of construction when they are trained in design-technological activities.

Despite such strengths, the study also faced certain limitations. The most obvious is the setting. Also, the findings are based on the experience of, and practices and methods incorporated by, Mukhtar Auezov South Kazakhstan University and MEF University, which limits the ability of the study to produce generalizable findings that can be applied to all universities’ construction disciplines. Also, the scope of the study is somewhat limited, since the participants were only mathematics teachers. The participation of students or some stakeholders who are not involved in the education process directly could benefit this area of research.

5.5. Recommendations for future research

In recognition of the aforementioned limitations of the present study, it is recommended for future researchers to broaden the scope and sampling range for their works by increasing the diversity of educational institutions, geographical range, and stakeholders’ spectrum.

Ethical statement

The study was conducted in accordance with the Declaration of Helsinki and local legislation. Under these guidelines, human rights have been preserved and participants’ safety was considered as a priority for sharing information. During the research, the study made sure to maintain the confidentiality of the respondents, and the results were generated and presented based on demographic and psychographic factors rather than the identity revelation of the respondents. The respondents were not forced to share any personal information.

Informed consent

Informed consent was obtained from all subjects involved in the study.

Disclosure statement

The authors report there are no competing interests to declare.

Data availability statement

The data that support the findings of this study are available from the corresponding author, [MA], upon reasonable request.

Additional information

Funding

This research received no external funding.

Notes on contributors

Elmira Saparbayeva

Elmira Saparbayeva is a doctoral student of the Department of Mathematics of the South Kazakhstan University named after M. Auezov. Her research is the preparation of students of the “Construction” specialty in the teaching of mathematics on the basis of design-technological activities.

Marzhan Abdualiyeva

Marzhan Abdualiyeva is a Ph.D., Associate Professor of the Department of Physics, South Kazakhstan University named after M. Auezov. Her research is focused on improving the methodology of teaching mathematics, the formation of methodological knowledge of future teachers of mathematics. The topics of her publications include mathematics education, the use of electronic didactic tools in the teaching of mathematics.

Yerlan Torebek

Yerlan Torebek is a Ph.D., Associate Professor of the Department of Informatics, South Kazakhstan University named after M. Auezov. The topics of publications include the use of digital technologies in teaching mathematics.

Nurlibay Madiyarov

Nurlibay Madiyarov is a Candidate of Pedagogical Sciences, Associate Professor of the Department of Mathematics, Dean of the Higher School of Natural Science and Pedagogy, South Kazakhstan University named after M. Auezov. The topics of publications include methods of teaching mathematics and geometry.

Abay Tursynbayev

Abay Tursynbayev is a Candidate of Pedagogical Sciences, Head of the Department of Physics, South Kazakhstan University named after M. Auezov. The topics of publications include methodological training of future teachers.