Global Journal of Human Social Science, G: Linguistics and Education, Volume 25 Issue 3

III. M ethod a) Research Design The study employed a case study research design. According to Creswell (2012), it is essential to consider a few individuals or cases to gain an in-depth understanding. Two cases were selected to gather detailed information about factors affecting the integration of ICT in the mathematics teaching-learning process, one from a government school and the other from a private school in Dhaka. The units of analysis included the ICT-facilitated classroom, the mathematics teacher, and the head teacher of that classroom. The participants in the study totalled four, comprising one mathematics teacher and one head teacher from Case I, along with one mathematics teacher and one head teacher from Case II. The researcher purposively selected the participants to collect data from teachers who have experience conducting classes with the support of ICTs and possess knowledge about mathematical software for teaching and learning purposes. b) Data Collection Tool The data were collected from classroom observations and semi-structured interviews. Six classes taught by each mathematics teacher were observed, and a semi-structured interview was conducted after completing the six classes. Additionally, head teachers' opinions were gathered through semi-structured interviews. In total, 12 classes were observed, and four semi-structured interviews were conducted (2 with mathematics teachers and 2 with head teachers). Data collection occurred from January 2023 to March 2023. During the classroom observations, field notes were taken to clarify the interview sessions. Each interview lasted about 50 minutes. The researcher prepared open-ended questions to allow the interviewees to express their opinions on the best approach to address the research problem. During the interview sessions, she also included probing questions to understand the situation better. A digital audio recorder was used to record the interviews. c) Data Analysis Data were analyzed using a didactic thematic approach (Caulfield, 2020), where themes were predetermined and derived from the study's conceptual framework. The conceptual framework's four distinct components (e.g., teacher factor, student factor, school context, and national context) were regarded as the themes. Each data source was analyzed independently to identify factors affecting teachers' ICT integration in their practice and was coded. After a thorough and repetitive observation within and across the data set for each participant, the researcher identified patterns among the factors and grouped the factors with similar patterns into themes. Cross-triangulation of various participant data sources was conducted to gain a clear picture of the study. d) Trustworthiness of the Study To maintain the validity of this study, the researcher considered several techniques. She used multiple data sources and data-gathering methods for data triangulation. Additionally, a response validation technique, which involved checking the data transcriptions with the participant teachers, was employed to validate the data. In this study, the researcher aimed to provide detailed descriptions of each case to present a clear and enthusiastic picture. According to Yin (2014), one of the strengths of case studies is that they allow readers to gain a robust experience by providing rigorous and rich descriptions of the phenomena. Furthermore, how the researcher presented the results of the study could assist other researchers in adapting them to their contexts, which ultimately serves to generalize the results more (Gravemeijer & Cobb, 2001). However, the limiting effects of sample selection and the setting posed threats to generalizability. Nevertheless, the researcher's prolonged engagement in the research setting and keen and persistent observation, note-taking, and interviews may enhance the findings' validity. e) Ethical Considerations A letter of consent was provided to the participants. The consent letter addressed all ethical issues. Before commencing the data collection process, concerns about anonymity were discussed with the participants, and the researcher assured them that their identities would remain confidential. Thus, the researcher used T1 and H1, respectively, for the teacher and head teacher of Case I, while for Case II, they were termed T2 and H2. Additionally, permission was sought to use the recorder. IV. R esults and D iscussions The study's findings show that several enablers and inhibitors influence the integration of ICTs in the mathematics teaching and learning process. This section discusses these enablers and inhibitors under four distinct themes—teacher factors, student factors, school context, and national context—in line with the extant literature. a) Teacher Factors My analysis indicates that ICT integration in mathematics teaching is influenced by various factors related to teachers. Eight factors are identified and categorized under the theme of Teacher factors, which are discussed below. i. Teachers' Attitude It is found that teachers' attitude is a prime factor in integrating ICTs into the TL process. If teachers have a positive attitude toward ICTs, they will be more Exploring Factors Influencing ICT Integration in Urban Mathematics Classrooms: Insights from Bangladesh Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 28 © 2025 Global Journals