South Africa, Tanzania and Finland: Mathematics Teacher–students opinions about information and communication technology

Abstract

Low achievement in Mathematics at school level and during higher education remains a problem not only in South Africa but also worldwide. Information and Communication Technology provides endless opportunities to enhance the teaching and learning of Mathematics. The purpose of this study is to determine and compare teacher–students attitudes to Mathematics and ICT in order to plan for efficient, effective and appropriate methods in Mathematics education. A quantitative cross–sectional survey design, comprising a single mode research questionnaire, was distributed to groups of Mathematics teacher–students in South Africa, Tanzania and Finland. Descriptive statistical techniques, reliability and validity of the instrument scale, inferential statistics (ANOVA), and cross–tabulations were used and, where appropriate, effect sizes were calculated. A comparison of the perspectives revealed that the South African and Tanzanian teacher–students had a more positive perspective on ICT than the Finnish students. The teacher–students in the two African countries were also more willing to use ICT than the students in Finland, despite the latter s increased exposure and access to technology. Future research should be done to determine the appropriate types of technology to enhance teaching and learning as well as teacher–students experiences regarding the use of technology in Mathematics education.

Low achievement in Mathematics at school level and during higher education remains a problem not only in South Africa but also worldwide. Information and Communication Technology provides endless opportunities to enhance the teaching and learning of Mathematics. The purpose of this study is to determine and compare teacher-students' attitudes to Mathematics and ICT in order to plan for efficient, effective and appropriate methods in Mathematics education. A quantitative cross-sectional survey design, comprising a single mode research questionnaire, was distributed to groups of Mathematics teacher-students in South Africa, Tanzania and Finland. Descriptive statistical techniques, reliability and validity of the instrument scale, inferential statistics (ANOVA), and cross-tabulations were used and, where appropriate, effect sizes were calculated. A comparison of the perspectives revealed that the South African and Tanzanian teacher-students had a more positive perspective on ICT than the Finnish students. The teacher-students in the two African countries were also more willing to use ICT than the students in Finland, despite the latter's increased exposure and access to technology. Future research should be done to determine the appropriate types of technology to enhance teaching and learning as well as teacher-students' experiences regarding the use of technology in Mathematics education.