The effectiveness of using digital tools to teach Grade 9 mathematics in the Ekurhuleni district

Abstract

This study investigated the effectiveness of the use of digital tools in the teaching of Grade 9 mathematics. Using digital tools in the teaching of mathematics could create a more positive attitude in learners and result in improved learner results. In an era of digital evolution where teenagers, like Grade 9 learners, use digital devices and digital platforms throughout the day, has meant the need for a change in school-based activities, assessments and examinations. Amending pedagogical approaches with the use of digital devices in the teaching of mathematics could engage with learners on a higher level and change the negative perception that teenagers have about mathematics. Underpinned by a constructivist paradigm, this multiple case study within a qualitative approach, sought to explore the effectiveness of digital tools in the teaching of mathematics at the Grade 9 level. Educational technology theory together with the Technology, Pedagogy, and Content Knowledge model, commonly known as TPACK, formed the theoretical framework. Data were collected via the transect walks and informal interviews, observations and focus group discussions in three selected schools in the Ekurhuleni district in Gauteng with six participant teachers. The findings revealed that with the introduction and implementation of digital tools, teacher need to incorporate technology (TK), pedagogy (PK), and content (CK) in their practice in order to ensure quality teaching in mathematics.