Abstract
South African low socio-economic schools are equipped with different educational technology tools. There is a hope by the schooling communities that the use of these tools in mathematics teaching and learning will improve the numbers of learners enrolled for mathematics. However, mathematics learners in South African schools are still very low as compared to learners in the general stream subjects. 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. There is not much research in South African low socio-economic schools on factors affecting learners’ use of educational technology in mathematics and the influence of their use of these tools on their persistent of mathematics beyond grade 12. This study investigated two rural schools in Limpopo South Africa. A mixed methods approach was used to conduct the study. An analysis of the study found that learners’ uses of educational technology are consistent with teachers’ use of these tools in the two schools. Learners’ persistent of studying mathematics is also influenced by the use of technologies in teaching and learning of mathematics. The study will be particularly beneficial to schools in the same low socio-economic group of the study.
Presenters
Mathomo MoilaLecturer, Curriculum and Instructional Studies, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
EDUCATIONAL TECHNOLOGY, LOW SOCIO_ECONOMIC SCHOOLS, LEARNERS, MATHEMATICS LEARNING
