Original Research

Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools

Odette Umugiraneza, Sarah Bansilal, Delia North
Pythagoras | Vol 39, No 1 | a342 | DOI: https://doi.org/10.4102/pythagoras.v39i1.342 | © 2018 Odette Umugiraneza, Sarah Bansilal, Delia North | This work is licensed under CC Attribution 4.0
Submitted: 03 June 2016 | Published: 14 November 2018

About the author(s)

Odette Umugiraneza, Department of Mathematics and Computer Science Education, University of KwaZulu-Natal, Rwanda
Sarah Bansilal, Department of Mathematics and Computer Science Education, University of KwaZulu-Natal, South Africa
Delia North, School of Statistics and Actuarial Science, University of KwaZulu-Natal, South Africa


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Abstract

It is often claimed that technology can be used as a tool that can facilitate teaching and learning and contribute to learners’ achievement. This article reports on a study about how KwaZulu-Natal mathematics teachers use, access and integrate technology in the teaching and learning of mathematics. A questionnaire containing closed and Likert scale questions regarding the use of technology, was distributed to 75 KwaZulu-Natal mathematics teachers. The findings reveal that the technology used most commonly by the group for teaching mathematics is calculators. Almost all the teachers reported that they never use computers in their teaching of mathematics. Although the teachers reported that they do not use computers in teaching and learning, about 80% of the participants conveyed a positive view that using technology improves learners’ understanding of mathematics. The findings further indicate that the teachers’ propensity to use technology in instructional practice is associated with demographic factors related to teaching experience, gender, level of study and participation in professional learning activities. The study also showed that teachers who have access to internet instructional resources have higher levels of confidence in teaching mathematics and hold broader beliefs about the nature of mathematics and the aims of teaching mathematics than the teachers who do not use the internet for instructional purposes.

Keywords

technology; mathematics teachers; statistics teachers; beliefs; confidence

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