2015
DOI: 10.15700/saje.v35n4a1209
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Perceptions and needs of South African Mathematics teachers concerning their use of technology for instruction

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Cited by 55 publications
(46 citation statements)
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“…19% strongly agree with the view that teaching methodologies that make use of computers are very common among professors in their university while 24% agree with it. Our results, however, are somehow different from Stols et al (2015) who found that the majority (86%) of teachers used computers in their lecturing and preparation for classes. In our study 45% disagree with this view and 12% strongly disagree with it.…”
Section: Use Of Et Of Teaching Methodologies (Tms) For Lecturingcontrasting
confidence: 99%
See 1 more Smart Citation
“…19% strongly agree with the view that teaching methodologies that make use of computers are very common among professors in their university while 24% agree with it. Our results, however, are somehow different from Stols et al (2015) who found that the majority (86%) of teachers used computers in their lecturing and preparation for classes. In our study 45% disagree with this view and 12% strongly disagree with it.…”
Section: Use Of Et Of Teaching Methodologies (Tms) For Lecturingcontrasting
confidence: 99%
“…From the statistics given above a proactive approach becomes necessary for developing economies like Iran where 50% disagree and 10% strongly disagree that teachers used ICTs. Even our results are compatible with Stols et al (2015) who found that the majority of mathematics teachers' perception is inclined toward the use of educational technology in education. They explored that majority of respondents (86.4%) strongly approved with the introduction of new technology in education and its role in teaching and learning.…”
Section: Use Of Et Of Teaching Methodologies (Tms) For Lecturingsupporting
confidence: 90%
“…The integration of information and communication technologies into mathematics teaching (e.g., Stols et al 2008Stols et al , 2015a Studies relating to the impact/effectiveness of TPL programme interventions, notably on student learning outcomes, were few (e.g., Frick et al 2008;Ndlovu 2011a, b, c, d;Ndlovu 2014;Pourana et al 2015). Similarly, studies that specifically focused on TPL needs were few and far between (e.g., Rakumako and Laugksch 2010;Wessels and Nieuwoudt 2011;Julie et al 2011).…”
Section: Main Research Themesmentioning
confidence: 99%
“…The integration of information and communication technologies into mathematics teaching (e.g., Stols et al 2008Stols et al , 2015aVan der merwe and Van der Merwe 2008;Berger 2011;Van Staden and Van Westhuizen 2013;Gierdien 2014;Leendertz et al 2015;Stols and Kriek 2011) came in seventh but with increasing intensity in the second half of the period under review. With the proliferation of ICTs in numerous forms and platforms, this is an encouraging sign.…”
Section: Main Research Themesmentioning
confidence: 99%