Exploring teachers' experiences of digital play in mathematics teaching in the early grades

Abstract

For a number of decades, advances in digital technology have given rise to a heightened interest in considering its potential applications in the education sector. However, the adoption and integration of these technologies has not gained the necessary traction. Notably, in South Africa, only about 26% of educators possess basic technological skills. This alarming statistic shows that educators are ill-equipped to use digital technologies in their instructional practices, let alone foster digital skills in their learners. The purpose of this study was to explore teachers’ experiences of digital play in mathematics teaching in the early grades. The overarching objectives were to understand how teachers use digital play in teaching mathematics, investigate the factors that either constrain or facilitate the inclusion of digital play in their instructional practice, determine the support that should be provided and the perceived benefits on learner engagement. As the researcher, I purposefully chose a primary school within an urban setting that used digital technologies in the classroom. I proceeded to draw a sample of five grade R– 3 teachers. From this sample, one of the teachers taught a special needs class, while another taught a remedial class. In this way, the study was able to make comparisons and determine how a specific classroom setting contributes to the type and level of engagement by the teachers with digital play. Data was collected through semi-structured interviews and document analysis of classroom materials and lesson plans. The data analysis considered teacher views on the role of information communication technology (ICT) in education, digital games and the extent to which digital pedagogies can enhance mathematics skills.The findings revealed that the teacher and teacher education are central to successfully integrating digital technology into the classroom. Pre-service and in-service education, including lifelong learning, need to build in technology experiences, to develop the knowledge and confidence of teachers. Additionally, the research contributes to understanding how digital play can be used to support the development of mathematical skills and concepts in early-grade learners.