The Education system in Germany recently invested five billion euro in digital infrastructure for
about 40 000 schools. Therefore, this mixed-method study explored the relationship between
integrating educational technology in mathematics education and the mathematics achievement
of Grade 4 German students. Descriptive statistics and two-level Hierarchical Linear Models (HLM)
were used to analyse the Trends in Mathematics and Science Study (TIMSS) 2015 questionnaire
data of students, their parents, mathematics teachers and principals. Semi-structured interviews
and classroom observations were also used to collect data at two schools, which were
conveniently and purposefully selected. Findings from HLM revealed that students who owned a
mobile phone, a computer/tablet as well as those who used computers/tablets ‘every or almost
every day’ at home, at school and other places for schoolwork, achieved lower mathematics scores
than their counterparts. While the shared use of a computer/tablet and an internet connection
positively and significantly predict student performances.
The failure rate in mathematics at school is high, not only in South Africa, but also
internationally. Furthermore, learners with an apparently high general ability or
aptitude for mathematics sometimes underachieve in ...
Barnes, Hayley E.(Southern African Association for Research in Mathematics, Science and Technology Education, 2004)
This paper focuses on a Grade 8 mathematics intervention that has been developed and
implemented in a local high school in South Africa. The theory of Realistic Mathematics
Education (RME) has been applied in the design ...
Erasmus, Cathariena Petronella(University of Pretoria, 2012)
lnternasionaal, sowel as nasionaal bestaan daar besorgdheid oor leerders se ontoereikende prestasie in wiskunde. In postapartheid Suid-Afrika is ontoereikende prestasie in wiskunde 'n wesenlike probleem. Talle studies is ...