Teaching Mathematics with Digital Technologies: A Situational Analysis of High School Teachers’ Experiences in Ghana

Abstract

In spite of the proliferation of educational technologies, teacher surveys have indicated relatively low levels of technology integration in mathematics lesson delivery in Ghanaian Senior High Schools. This study examined how Senior High School mathematics teachers use the available technology resources in their pedagogy in Ghana. Drawing on the substitution, augmentation, modification and redefinition model, an explanatory sequential mixed methods design was employed for the study. A questionnaire, classroom observation and semi-structured interview guide were used in gathering data for the study. A total of 202 mathematics teachers were selected using a stratified sampling technique. The quantitative data were analysed using descriptive statistics (means and standard deviations) whereas the qualitative data were analysed using thematic analysis. The results showed relatively low levels of technology usage as modification or redefinition in mathematics lesson delivery; however, the calculator was reported as the predominant technology frequently used by mathematics teachers as substitution and augmentation in their classrooms. The results also revealed that mathematics teachers could only use technology to facilitate their pedagogical activities. They used digital technologies to prepare for lessons, assist in computational tasks during class (substitution) and validate mathematical solutions (augmentation). Consequently, the study emphasises the necessity of training and enhancing teachers’ skills to enable them to employ technology for the transformation (modification and redefinition) of their pedagogical practices within the classroom. This transformation would allow students to utilise technology not only for computation and solution verification but also to develop mathematical concepts and critical thinking skills.