Using mobile technologies in mathematics education : perspectives from student teachers and teacher educators in Chipata district, Zambia.
Item
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Title
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en
Using mobile technologies in mathematics education : perspectives from student teachers and teacher educators in Chipata district, Zambia.
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Description
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en
Journal article.
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Creator
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Nkhata, Bentry.
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Date
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2019-05-07T14:08:22Z
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Date Available
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2019-05-07T14:08:22Z
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Date Issued
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2018-12
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Abstract
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en
Mobile technologies have advanced and have impacted greatly on the way humans
socialise, learn and interact. The ubiquity of these devices has an effect in the teaching
and learning of mathematics in that they pose an interactive and pedagogical challenge
to mathematics learners and educators because of their multiple functions which can
put the most up-to-date information at the fingertips of the user. The study was
conducted to explore the access, perception and extent to which these mobile
technologies were being used in mathematics teaching and learning in teacher training
institutions in Chipata, Zambia. The study used a mixed method design in particular
concurrent mixed method triangulation in which both qualitative and quantitative
approaches were employed to collect data. Purposeful and convenient sampling
methods were used to come up with 129 respondents which were 6 mathematics
lecturers, 3 ICT Coordinators and 120 mathematics student teachers from the teacher
training institutions. Data collection methods included interviews, questionnaires and
FGDs. Data was analyzed using the Constant Comparative Method to identify
emerging themes and categories while quantitative data was analysed using
descriptive statistics with an aid of SPSS Software version 23 and Excel 2013. The
results showed that the most common mobile technology devices used by both
students and lecturers are mobile phones and laptops. The findings indicated that
mobile technologies are featuring prominently in the teaching and learning of
mathematics. Students and educators use mobile technologies to access information
(research), collaboration (data sharing and conversations) through social networking
sites such as whatsapp/Facebook, communication, lesson preparation and as storage
devices. However, findings also showed that despite the highlighted benefits of these
gadgets in mathematics they carry the potential to distract learners. The usage among
by student educators to teach mathematics was still low. It was recommended that
educational institutions to upload study resources on their websites for students to
download, improve/install Wi-Fi internet connectivity for students ‘use and also
students and lecturers to form whatsapp groups for academic interactions beyond the
walls of the classroom.
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Identifier
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2308-2178
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Language
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en
en
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Type
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en
Article.