Experiences and attitudes of mathematics teachers toward the use of technology in mathematics teaching and learning in Botswana senior public schools: a qualitative research

Abstract

The purpose of this study was to establish how senior secondary teachers use technology in mathematics lessons. The study also investigated the attitudes of Botswana secondary school teachers toward the use of technology in mathematics education and the challenges that they encounter when integrating technology in mathematics instruction. The target population was mathematics teachers from public senior secondary schools in Gaborone. The sample was drawn from two public senior secondary schools in Gaborone and their mathematics teachers. Purposeful sampling was used to select the schools. The instrument was semi-structured interviews for the teachers. Validity was done by input of supervisor and pilot study. Qualitative data from the teachers’ interview analysed to assist in responding to the research questions. The analysis was done by considering the similarities and convergence from the responses. The findings of the study revealed that teachers demonstrated positive attitudes toward the use of technology in mathematics education. The findings also indicated that teachers are willing to integrate technology in mathematics education despite the challenges that they experience.