Exploring the integration of technology-based tools in intermediate mathematics classrooms.

Abstract

There is evidence that technology use in South Africa is increasing, furthermore its implementation supports teaching and learning of mathematics. However, teacher competence, lack of resources and other challenges limit the effective integration of technology-based tools in some schools. Due to underperformance of learners in mathematics, innovative teaching methods have been considered and introduced into mathematics classrooms. One of the innovative ways used in the schools is the integration of technology-based tools. The introduction of technology-based tools in mathematics classrooms has changed teaching and learning in various ways. These tools have changed how teachers prepare and deliver lessons and in the same way, changed how learners make sense of mathematical concepts. Research shows that technology-based tools have the potential to enhance teaching and learning of mathematics from primary schools through high schools. The purpose of this study was to explore integration of technology-based tools into Intermediate Phase mathematics classrooms. The study was carried out in one of the primary schools in Durban, KwaZulu-Natal in South Africa. A qualitative approach was adopted and informed by the interpretive paradigm. The data collection methods used included observation, questionnaires and interviews. Eight participants (teachers) took part in the study. The analysis of the data revealed that integration of technology-based tools in mathematics classrooms assists a learner to grasp mathematical concepts with ease, makes learning fun and can better the performance of learners in mathematics. Effective learning of mathematics takes place in relaxed environments where learner-centred teaching methods are employed.