Exploring the effects of technology integration in the learning and teaching of mathematics

Thabisa Maqoqa
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Thabisa Maqoqa: Department of Adult Foundation Phase and Educational Foundations Education, Faculty of Educational Sciences, Walter Sisulu University, Mthatha, South Africa

International Journal of Research in Business and Social Science (2147-4478), 2023, vol. 12, issue 2, 407-415

Abstract: This paper presents the effects of technology integration in the learning and teaching of Mathematics in first- and second-year mathematics students. The technology-based learning environment has been the demand in groundwork learning to shape a more active approach to students' learning process. The South African government has made an obligation to advance its people's Information and Communication Technology (ICT) skills and to connect the digital gap by targeting previously disadvantaged groups. The interpretive approach was used with face-to-face interviews to collect data from ten participants. Six participants were interviewed by the lecturers teaching mathematics and four students doing mathematics in one of the rural universities in the Eastern Cape. Findings confirmed that (i) Teacher technology competence and lack of resources are barriers to technology learning implementation. (ii) Consequently, it became evident that learners had a robust positive perception of computer usage in Mathematics learning and teaching even though almost all had little or no access to computers in their schools. It is recommended that the university should ensure that all students have the data card loaded with uncapped data for learning and teaching to run smoothly. Key Words:behaviour; challenges; discipline; effective; guidance; learning; quality; resources; support; teaching; workload

Date: 2023
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