Smartphone technology can be integrated in mathematics education, since most learners immerse in this technology. Teachers should be facilitators of confined learning in traditional classrooms, including digital facilitators. The aim of the study was to determine the effect of integrating smartphone technology on Grade 10 learners’ achievement in algebra. The study focused on two Grade 10 classes from different township schools in the Gauteng Province. The study was conducted during the first term of 2016. A quasi-quantitative experimental research design was used. Smartphones were integrated in algebra teaching and learning, using the Microsoft Math online application: https://www.math.microsoft.com. Despite challenges encountered during the study, the results indicated a positive impact on learners’ achievements in algebra, amongst experimental group learners. A need exists for future research in integrating smartphone technology in mathematics education. / Mathematics Education / M. Ed. (Mathematics Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/25886 |
| Date | 21 October 2019 |
| Creators | Mhlanga, Tendayi |
| Contributors | Jojo, Monica, Maharaj, Aneshkumar |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xi, 128 leaves ) : illustrations, color graphs, application/pdf |
Page generated in 0.0021 seconds