dc.contributor.advisor |
Van Ryneveld, Linda |
en |
dc.contributor.coadvisor |
Graham, Marien Alet |
en |
dc.contributor.postgraduate |
Saal, Petronella Elize |
en |
dc.date.accessioned |
2017-10-24T09:14:10Z |
|
dc.date.available |
2017-10-24T09:14:10Z |
|
dc.date.created |
2017-09-07 |
en |
dc.date.issued |
2017 |
en |
dc.description |
Dissertation (MEd)--University of Pretoria, 2017. |
en |
dc.description.abstract |
The purpose of the study was to determine how South African mathematics teachers were integrating computers into their classrooms. The study was a response to the low achievement scores in mathematics as attained by grade nine learners in the 2011 Trends in International Mathematics and Science Study (TIMSS). TIMSS 2011 assessed Grade four and eight learners. However, South Africa as well as Botswana and Honduras opted to administer the Grade eight assessment to their Grade nine learners instead. South Africa’s Grade nine learners achieved an average score of 352 (35.2%) out of a possible 1 000 points. This quantitative secondary data analysis study utilised data collected from mathematics teachers from 298 schools in South Africa. The dataset was analysed using descriptive analysis that included percentages as well as the Pearson two-way Chi-square tabulations. The major finding of the study is that 73. 9% of South African mathematics teachers are still not integrating computers into mathematics education. Results showed that teachers are mostly using computers for preparation (35.5%) and administration (65.3%) purposes. Even though 45.5% of the teachers reported that they feel comfortable using computers, others feel that they are still in need of technical support. Moreover, the findings showed that 64.8% of the teachers do not attend professional development programmes that focus on the integration of Information Technology (IT) into mathematics. |
en_ZA |
dc.description.availability |
Unrestricted |
en |
dc.description.degree |
MEd |
en |
dc.description.department |
Science, Mathematics and Technology Education |
en |
dc.identifier.citation |
Saal, PE 2017, Integrating computers into mathematics education in South African Schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/62904> |
en |
dc.identifier.other |
S2017 |
en |
dc.identifier.uri |
http://hdl.handle.net/2263/62904 |
|
dc.language.iso |
en |
en |
dc.publisher |
University of Pretoria |
en |
dc.rights |
© 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
en |
dc.subject |
Computer integration |
en |
dc.subject |
Mathematics education |
en |
dc.subject |
Secondary data analysis |
en |
dc.subject |
Quantitative approach |
en |
dc.subject |
UCTD |
en |
dc.title |
Integrating computers into mathematics education in South African Schools |
en_ZA |
dc.type |
Dissertation |
en |