Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers

Abstract

Technological advances in South Africa over the past two decades have led to information and communication technology (ICT) becoming a significant role player in the educational landscape (Guerrero, 2010). ICTs are more readily available and form part of the general resources in many mathematics classrooms. The effective use of ICTs for teaching and learning adds value to the mathematics curriculum and is associated with improved learner understanding (Nkula & Krauss, 2014). The incorporation of ICTs in the mathematics classroom may also have important implications for mathematics performance in South Africa, which is viewed as under-performing and below international standards (McCarthy & Oliphant, 2013).