Date of Award

12-2016

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Peter Kajoro

Second Supervisor/Advisor

Veronica Sarungi

Department

Institute for Educational Development, East Africa

Abstract

The ICTs policy in Tanzania was introduced in order to accelerate educational developments by the application of Information and Communication Technologies and so increase the quality of education in all levels of education. Some efforts were done to provide Information and Communication Technologies facilities to different schools so that they were exploited in academics. The aim of this study therefore was to explore the use of Information and Communication Technologies in advanced mathematics instructions in southern Tanzanian secondary schools specifically in Ruvuma region. The study looked at Calculating Devices, that is, the use of scientific calculators, computers and computer packages in advanced mathematics instructions in secondary schools. This study used the qualitative approach in order to explore common experiences of individuals and explore individual explanations to describe the assimilation of Information and Communication Technologies in teaching and learning advanced mathematics in secondary schools. The case study of one public high school was selected because qualitative research projects need to be small, with detailed data and techniques intended to determine meaning through fine consideration to content of text images. Sampling was purposive selection and simple random sampling. Data collection procedures were document analysis and oral descriptions (interviews and focus group discussion). The study showed that Information and Communication Technologies is used in advanced mathematics teaching although the implementation is not promising. Scientific calculators use is dominant in classroom instructions. Basing on the findings, there should be mathematics teachers and teacher technicians training for sustainability, Information and Communication Technologies equipment should be enough in schools depending on the number of students and an even distribution of mathematics teachers in different schools should be taken care.

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