Mathematics Teachers Knowledge and Usage of the Mobile Learning, A Case Study in Lebanon

Through the sample of the study, this research aims to estimate the percent of mathematics teachers in Lebanon who know about the M-learning. In addition, among those who are aware of the M-learning, this study aims to estimate the percent of mathematics teachers who use it in their teaching. Moreover, this research aims to examine the effect of teachers highest academic degree on their knowledge about the M-learning and its effect on usage of mobiles in teaching among those who are aware of it. Through the whole study, the researchers were only interested in determining the relations between the variables using an online survey of yes or no answers. The sample of the study was formed by 467 mathematics teachers who lived and taught in Beirut, Bekaa, North, south and Mount Lebanon. This research, through its primary quantitative approach, have explored the possible relations between mathematics teachers knowledge of the mobile learning and their academic degrees, and their usage of the M-learning in their teaching. For statistics, the researchers have used the frequencies, the percent and the bar diagrams to represent the data of the study, and the chi-squares test for analysis. Results of the study have revealed that math teachers knowledge and usage of the mobile learning is extremely weak in Lebanon. In addition, results have also showed that teachers academic degree has a significant effect of their knowledge of the M-learning but not on its usage. The researchers recommend the math teachers to search online for the mobile learning or be assigned to future workshops dedicated about its advantages. Further, through experiments, the researchers recommend other researchers to examine enhancing students learning of mathematics through the social media platforms that support learning through mobiles and teachers to embrace this technique in teaching mathematics.