With the increasing integration of information technology in education, this study examines how Grade-9 mathematics teachers in China use computers and how their teaching styles affect students' math performance. Utilizing quantitative research methods, including questionnaires and data analysis, the study explores the correlation between classroom computer usage and student grades. Descriptive analysis covers teachers' demographics and technology use, while difference and correlation analyses investigate the relationships between these factors and student performance. Key findings reveal a positive correlation between teachers' education levels and their training in subject pedagogy or textbooks, and negative correlations between favorite teaching methods and the use of teaching software, as well as between technology training and training in adolescent psychological development. By evaluating current computer use in classrooms and its impact on teaching and learning, this study aims to optimize teaching strategies and provide insights for future research.

Dantong Li. From Chalk to Clicks: A Paradigm Shift in Mathematics Education for Chinese Ninth Graders through Computer-Aided Teaching. Frontiers in Educational Research (2024) Vol. 7, Issue 6: 207-214. https://doi.org/10.25236/FER.2024.070631.

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