Prospective Teachers’ Perceptions, Reliance, and Barriers to ICT Integration in Mathematics Learning

Prospective teachers’ (PTs’) ICT integration (ICTi) for learning math (LM) has been studied in the global context, however, it lacks local context. This study served to bridge gap by exploring PTs’: perceptions toward competence and integration; reasons relying on technology; challenges encountered while LM. The methodology was grounded interpretivism, induction, mono-method-qualitative, case study, cross-sectional components. participants’ selection based convenient purposive techniques. Data were collected through semi-structured interviews (SSI) focus group discussions (FGD) analyzed using thematic data analysis. findings informed positive of PTs ICTi where purpose technology varied across participants. Though found important, still there are inherent associated with its integration, example, scanning online material, encoding language, limited awareness mathematics application software. recommendations necessitate development special programs offer hands-on experiences along mitigating prospective teachers integrate Future researchers may variables blended model teaching that impact academic performance students a course.