Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Prof. Peter Kajoro_________________________

Department

Institute for Educational Development, East Africa

Abstract

Effective learning outcomes can be achieved if teaching Mathematics is assisted with technology. However, in Tanzania, technology integration into Mathematics teaching remains an indefinable goal for many schools because of the inadequacy of Mathematics teachers' knowledge and competencies in integrating technology within their classrooms apart from other factors. Therefore, this participatory action research study explored how to support a Mathematics teacher to integrate technology in teaching Mathematics to enhance learning outcomes among Form One students. The study comprised three phases: reconnaissance, two cycles for intervention and post-intervention. The philosophical underpinning of this study was constructivism. The school was selected purposively because of its advanced technological infrastructure, the selection of technological tools, stable internet connectivity, and uninterrupted access to electricity, to allow a conducive environment for research implementation. The study respondents were a Mathematics teacher and a Form One B class of 24 students because students had varying capabilities, they had not experienced technology in their learning, and they were not a national examination class. Data collection methods used were open-ended semi-structured interviews, structured classroom observations, and documentary analysis such as a lesson plan, scheme of work, sticker notes and Mathematics textbook. Findings from the study suggested that technology improves learning outcomes, provides positive teaching and learning experiences, motivates students to love the subject, inspires Mathematics teachers to enjoy teaching and makes understanding of mathematical concepts easy. However, to realize these benefits, Mathematics teachers need technology training support, digital resources and a professional collaborative network for them to learn and share their knowledge and skills, to integrate technologies in their Mathematics teaching. In addition, they need to prepare themselves to overcome challenges when integrating technologies into their Mathematics lessons. Although supporting the Mathematics teacher in technology was done, the school infrastructure was not friendly enough to accommodate students sitting at the back when using the projector. It was concluded that integration of technology brings positive impacts to both teaching and learning. Therefore, recommendations, lessons learned and implications for the study were discussed to v encourage educational stakeholders to embrace technology in Mathematics educational practices.

First Page

1

Last Page

83

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