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THE USE OF ICT IN MATHEMATICS
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The shift from traditional teaching to use of ICT in mathematics classrooms has
been a major concern for many countries for the past two decades. Efforts from many developed and developing countries in ICT use in Mathematics have been documented. ICT policies have been developed to suggest that there is commitment to this endeavor. A comparative study done by Idris (2005), has revealed that countries such as Malaysia, Australia, Vietnam, India, Indonesia, and Philippines had developed their policies on ICT with the objective to upgrading mathematics teacher competencies to improving the quality of teaching and learning of mathematics. The South African government made a similar commitment as evident in their e-Education policy whose ultimate goal was the realization of ICT-capable managers, educators and learners by 2013.
The policy states that:
Every South African manager, teacher and learner in the general and further education and training bands will be ICT capable (that is, use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve personal goals and to be full participants in the global community) by 2013.
(Department of Education South Africa, 2004: 17)
As a response to this policy, Community Education Computer Society (CECS) trained more than eleven senior secondary or high school teachers based in
Gauteng Province in 2006 and 2007. Mathematics teachers were equipped with skills and knowledge to use a word-processing program to develop resources, like test and exam papers or assignments which incorporate formulae and complex diagrams such as hyperbolas, quadratic and cubic functions (CECS, 2007).
Nigeria however, adopted its ICT policy in 2009. Though it does not specifically suggest the integration of technology in mathematics instruction, it makes commitment to use of ICTs across the Nigeria education system. It states:
Academic institutions at all levels will play a very strategic role in the implementation of the ICT Policy. In particular, they will be involved in all educational matters related to teaching, research and development, facilitated by and facilitating ICT in all relevant fields.
Ministry of Information and Civic Education (2009 : 21)
To the best of our knowledge, there are no studies to suggest whether teachers in Nigeria have been trained or oriented to prepare them for its implementation.
The issue of technology, in particular use of computers, in mathematics classrooms is relatively a new approach as evident in many ICT policies. Literature has shown that the ICT integration in mathematics instruction can be used to create an effective learning environment because it is interactive and can help students visualize abstract concepts, for example, graph shifts and three dimensional figures. Studies done in Nigeria (Isaacs, 2007), in Botswana (Kaino, 2002) and in Malaysia (Rahman, Ghazali and Ismail, 2003) support this claim.
Furthermore, studies have shown the important role teachers play in implementing education policies. This information is very important because it makes us realize that teacher knowledge and support is crucial in making use of technology in teaching mathematics. For instance, in an attempt to encourage teachers of mathematics in Malaysia to integrate ICT in teaching and learning mathematics, Rahman et al, (2003) found that student teachers’ perception about problem solving in mathematics actually changed with the use of ICT. Most importantly, it changed the way the teachers see the problems and devise ways of teaching mathematical problem solving using technology in order to offer new and powerful learning environment for future generations. However, it is imperative to evaluate whether ICTs do achieve desired outcomes and to what degree perception and reality align. As Tolani-Brown, McCormac and Zimmermann (2009) argue; the perception of ICT impacts among stakeholders
is mostly positive and whether ICTs can meet these expectations is dependent upon how such programmes are implemented.
However, as reported by Jaffer, Ng’ambi and Czerniewicz (2007) smooth implementation of ICT policies in many countries was faced with a myriad of challenges due to unpreparedness, multilingualism, and large class sizes among others. The study which was conducted in South Africa where there are eleven official languages, observed that students from disadvantaged educational backgrounds were ill-prepared compared to their counterparts from privileged backgrounds. Furthermore, students that were subjected to a switch from local language use at home to English language use as a medium of instruction in schools were disadvantaged. A study by Czerniewicz, Ravjee and Mlitwa (2005) on higher education access to, and use of, computers in five South African universities found that 39% of respondents, students and academic staff, spoke English as a home language while 61% spoke other languages. The situation in Nigeria could be worse than this since 80% of Nigeria population live in the rural areas where use of local languages as a medium of communication is dominant (NSO, 2009).
1.2 Statement of the problem
There have been a number of huge challenges in Science, Mathematics and ICT education including poorly resourced schools; large classes; curricula not really relevant to the daily lives of students; lack of qualified teachers; and inadequate teacher education programmes. Unless these challenges are fully addressed, successful implementation of the “well intentioned” ICT policies would be a far fetched dream.
1.3 Objectives of the study
1. To understand the impact of mathematics in teaching and learning in schools
2. To understand the relationship between the use of ict and the effective and productive teaching and learning of mathematics
1.4 Research questions
1. What is the impact of ict in teaching and learning of mathematics in schools?
2. What is the relationship between the use of ict and the effective and productive teaching and learning of mathematics?
1.5 Research hypothesis
H0: There is no relationship between the use of ict and the effective and productive teaching and learning of mathematics
H1: There is a relationship between the use of ict and the effective and productive teaching and learning of mathematics
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