Ict use in the teaching of mathematics
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This document summarizes a study that explored the feasibility of using ICT (Information and Communication Technology) in mathematics teaching at senior high schools in Ghana. The study found that mathematics teachers in Ghana do not currently integrate ICT into their mathematics instruction. The major barriers identified were a lack of knowledge on how to integrate ICT into lessons and a lack of training opportunities. To help overcome these barriers, the study explored opportunities for a professional development program to train pre-service mathematics teachers on integrating ICT.
Ict use in the teaching of mathematics
- 1. ICT use in the teaching of mathematics: Implications for Professional Development of pre-service teachers in Ghana – D.D. Agyei Abstract Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. Keywords: ICT use; Professional development, Computer competencies; Mathematics education; Computer attitude; Ghana.