TEACHERS' PERCEPTIONS OF THE IMPERATIVE ROLE OF HUMAN PEDAGOGICAL INTERFACE IN LEARNING ELEMENTARY MATHEMATICS CONCEPTS: BALANCING TECHNOLOGY INTEGRATION WITH PROFESSIONAL TEACHER DEVELOPMENT

Abstract

This study investigates the perceptions of primary school mathematics teachers in Akwanga metropolis, Nasarawa State, Nigeria, on the imperative role of human pedagogical interaction in teaching elementary mathematical concepts. It examines the extent to which technology is integrated into classroom instruction and how professional development influences teachers’ ability to balance traditional teaching methods with modern technological tools. The study employs a descriptive survey research design, with a sample of 237 teachers selected through stratified random sampling from both public and private primary schools. Data were collected using a structured questionnaire and analyzed using descriptive and inferential statistics. The findings reveal that teachers overwhelmingly perceive human pedagogical interaction as critical for fostering conceptual understanding, addressing individual learning needs, and improving student performance in mathematics. While teachers acknowledge that technology enhances lesson delivery and student engagement, its regular and effective use in classrooms remains limited due to challenges such as inadequate resources, insufficient technical support, and disparities in students’ access to technology outside school. Professional development significantly impacts teachers’ confidence and competence in integrating technology with traditional teaching, although many teachers feel that the available training is insufficient to fully meet their needs. The study highlights a strong connection between teachers' perceptions of the importance of human interaction and their actual teaching practices, indicating that teachers who value this interaction are more likely to adopt instructional strategies that balance technology with direct student engagement. The findings underscore the need for continuous professional development, improved resource allocation, and institutional support to enable teachers to effectively blend human interaction with technology in mathematics instruction. This balanced approach is essential for enhancing instructional effectiveness and improving student learning outcomes in primary school mathematics.