n Learning and Teaching Mathematics - ICT in the Mathematics classroom : a teacher's perspective

Volume 01, Issue 1
  • ISSN : 1990-6811


As recently as the early 2000s, armed only with my mathematical knowledge, a textbook and chalk, I confidently, and what I believed at the time, successfully, taught high school mathematics. Those learners who performed poorly at assessments opted for Standard Grade Mathematics or chose Business Studies instead of Mathematics, thereby relieving some pressure from the Higher Grade mathematics teacher in terms of teaching high level mathematics to learners who struggled with grasping certain mathematical concepts. I accepted that some learners did not have the ability to perform high level calculations and solve problems of a complicated nature. I was also aware of other factors such as mathematics anxiety and dyscalculia which influenced performance in the subject. There were, however, in every one of my mathematics classes, learners who were not achieving to their full potential. I wondered if this was as a result of a lack of commitment on the learners' part or even possible shortfalls in my teaching methods.

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