Teachers’ competence in the use of technology in teaching and learning mathematics in two rural schools

Abstract

Mathematics is one of the key subjects in the South African schooling system. Improving mathematics learning is an ongoing concern especially in rural schools. Rural schools are expected to be equipped with educational technology tools and schooling communities are concerned about the extent to which these tools are used to improve mathematics teaching and learning. There is a need for appropriate use of educational technology tools if they are to have a positive influence in the teaching and learning environment. This study explored the use of technology tools in the teaching and learning of mathematics in Grades 10–12 in two rural schools in Limpopo. The study was qualitative and employed semi-structured interviews and observations as the main data collection methods. Teachers and learners were used as research subjects. Findings are that teacher-centred pedagogical practices influenced how teachers used educational technology in mathematics lessons in the two schools. As a result, the study revealed that teachers’ pedagogical competence contributed to how the technology was used in the mathematics teaching and learning environment. This research shed light on teacher professional development needs on the use of technology in Mathematics as a subject in rural schools.

Contribution: Continuous professional development programmes focusing on effective pedagogical use of technology in mathematics can contribute to better teaching and learning of mathematics in rural schools.