Obstacles to Using Computers in Teaching Mathematics in Libya

Abstract

Computer use in mathematics teaching depends on conditions that extend beyond owning devices. This paper examines these conditions in Libya through a critical literature review. It brings together Libyan education studies, international mathematics research, and established explanations of technology use. Twelve publications were selected through focused searches and reference checking. The review separates direct Libyan mathematics evidence from broader national studies and international comparisons. It also examines a published Libyan teaching pilot and a Malaysian classroom experiment. The retrieved evidence identifies equipment access, teacher preparation, institutional support, and available teaching time as recurring concerns. Language and suitable learning materials also require attention. However, these concerns cannot be ranked nationally because the studies cover different populations and periods. A recent Zliten study provides direct mathematics context, but it does not establish national computer-use barriers. The international experiment shows possible learning benefits, although its short duration limits wider conclusions. The Libyan pilot demonstrates practical implementation while exposing support and workload concerns. The paper proposes a school-level response combining equipment checks, mathematics-specific training, shared lesson preparation, and fair student access. It also presents an evaluation plan using classroom observations, student explanations, and records of interrupted lessons. The central argument concerns dependable teaching conditions. Computers become educationally useful when teachers can connect available tools with mathematical reasoning and curriculum goals. Further Libyan research should test these relationships through sustained classroom studies rather than attitude surveys alone.