Effective use of ICT to teach and learn Mathematics
Mathematics is defined as the abstract study of topics such as quantity (numbers), structure, space and changes (Wikipedia, 2013). Information and communications technology (ICT) is often used as an extended synonym for information technology (IT), but is a more specific term that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers as well as necessary enterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information (Wikipedia, 2013). The use and/or integration of ICT in learning and teaching Mathematics is not something new. With the current rapid grow of ICT use by young people in South Africa to perform their daily activities, and thus this already have huge impact on the way both teachers and learners learn and teach Mathematics in their schools. Keong, Horani and Daniel (2005: 44) cited that ICT improves the way mathematics should be taught and enhances student understanding of basic concepts. “The role of ICT is seen as supporting and enhancing the ability of the student teachers to solve mathematics problems” (Abdul, Ghazali and Ismail, n.d). In this research study will investigate barriers preventing an effective use and integration of ICT in learning and teaching Mathematics in schools by conducting survey from rural public pre-university schools with intent to solve challenges encountered by both teachers and learners when use and integrate ICT to teach and learn Mathematics in their secondary schools.
Norjihan and Ibrahim (2005) highlighted that Information and Communication Technology (ICT) is an integration of technology in micro electronic communication technology and telecommunication to spread the information to get an accurate decision. Nowadays ICT can be useful in learning and teaching Mathematics education secondary...