Twinning two grade 11 mathematics teachers integrating information communication and technology in teaching algebra

Abstract

The purpose of this article is to report on the effectiveness of integrating Information Communication and Technology (ICT) of the twinned teachers in teaching and learning mathematics in the 21st century. Both qualitative and quantitative approaches were used and Valsiner’s zone theory of child development was used as lens in understanding the effectiveness of integrating ICT to teach mathematics. The pre-test and post-test were administered to learners in experimental and control groups. Two Grade 11 mathematics teachers were interviewed and 16 classroom observations were conducted, namely: three as baseline observations, ten observations during the interventions and three as post-intervention observations. Data were analysed using the Wilcoxon Rank-Sum test and interpretive paradigm was also used as a tool of analysis. It has been found that one village secondary school performed better than the other did. It has also been found that these schools have poor networks (poor Wi-Fi connections), which contribute to the inaccessibility of materials such as downloading video-clips on YouTube and other materials related to mathematics content, cannot slides during lessons due to broken projectors, cannot access worksheets and handouts being uploaded onto school websites, poor maintenance of ICT tools, theft of ICT equipment and a lack of ICT training for teachers. Benefits of using ICT tools in teaching and learning mathematics are found to be the following: time saving, learning different approaches from the internet, and accessing additional teaching materials (such as videos, worksheets and handouts). It is recommended that mathematics teachers in village schools should be trained to be ICT literate, and that schools contract a technician if possible to maintain the hardware and improve Wi-Fi connectivity.