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The Construct of Mathematics Learning Technology With Multidimensional Resource Constraints: A Constructivist Grounded Theory
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The Construct of Mathematics Learning Technology With Multidimensional Resource Constraints: A Constructivist Grounded Theory
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Journal Article
The Construct of Mathematics Learning Technology With Multidimensional Resource Constraints: A Constructivist Grounded Theory
2026
Overview
The development of digital technology in mathematics education continues to face challenges, particularly in settings with multidimensional resource limitations. This study was conducted in Indonesia, specifically in West Nusa Tenggara Province, Eastern Indonesia. I employed constructivist grounded theory methodology (CGTM) to examine how mathematics teachers manage digital technology in resource-constrained environments. Eight teachers were selected through theoretical sampling. Data were collected through interviews and participatory observations. I analyzed the data through CGTM using ATLAS.ti 24, including initial, focused, and axial coding, supported by memo writing. Abductive logic guided the interpretation. The analysis indicated that infrastructure limitations, internet access, and teacher competence affected teachers' autonomy in using educational technology. Digitally competent teachers demonstrated adaptive strategies and pedagogical independence, enabling them to navigate constraints and support students' computational and metacognitive development. I offer a conceptual framework for digital technology integration in low-resource contexts and provide practical insights for policy design, reflecting teachers' instrumental views on technology (WEBSTER, 2016). This builds on CGTM's adaptability to shifting social realities (CHARMAZ & KELLER, 2016), extending CHARMAZ's legacy through the application of CGTM in complex educational settings.
