Assessing Technology and Digital Platforms for Data-Driven Mathematics teaching and learning in South African Schools
Nozuko Nqabeni 
and Pelokazi Nqabeni
Issue: Vol.4 No.12 Special Issue Article 7 pp.78-90
DOI: https://doi.org/10.38159/ehass.20234128 | Published online 30th November, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
As the world has become more digitalized, technology and digital platforms have revolutionized the way mathematics is taught and learned. It is, however, possible to further transform the way mathematics teaching and learning is conducted by using technology and digital platforms. Schools need to use digital platforms for teaching and learning mathematics to improve performance mathematics since the subject is considered difficult. Data-driven mathematics teaching and learning using technology and digital platforms have been discussed in this article. According to the authors, improved mathematics performance can be achieved by implementing strategies addressing digital platforms, data-driven pedagogy, teacher professional development and student engagement. As a means of achieving meaningful mathematics teaching and learning in South African schools, the authors believe technology and digital platforms can play a significant role. In this theoretical paper, the authors examined a constructivist approach to learning, which holds that learning involves interaction with the environment to construct knowledge. Also incorporated into the framework is the Technology Acceptance Model (TAM), which emphasizes that perceived efficacy, user-friendliness, and social influences impact the adoption and use of technology. As a result of the technology acceptance model, South African schools will be able to overcome challenges like infrastructure limitations and inadequate teacher training to advance the digitalization of information in mathematics education.
Keywords: Technology, Digital Platforms, Data-Driven, Pedagogy, Student-engagement
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Nozuko Nqabeni currently teaches Mathematics and Natural Sciences in the Department of Basic Education at the St. Joseph’s Primary School where she also holds the position of Deputy Principal. She works as a part-time lecturer at the Department of Adult Foundation Phase and Educational Foundations, Faculty of Educational Sciences, Walter Sisulu University, South Africa. She supervises students pursuing Bachelor of Education Honours programs in her areas of specialization. Besides publishing works in journals approved by the Department of Higher Education and Training (DHET), Nozuko Nqabeni has also presented papers at national and international conferences. She is currently enrolled for a PhD in Mathematics Education with the University of the Free State, South Africa.
Pelokazi Nqabeni is currently the Senior Lecturer at the Faculty of Educational Sciences, Walter Sisulu University, South Africa. She holds a Doctor of Education Degree in the application of LTSMs in Life Skills as a subject. She has successfully supervised BEd Honours, master and doctoral learners in her areas of expertise and serves as an internal examiner in the same institution. Also, Pelokazi Nqabeni has presented papers at national and international conferences and published articles in the Department of Higher Education and Training (DHET) accredited journals. She is working in partnership on research projects with other universities, in South Africa. Pelokazi Nqabeni serves as a member of the Higher Degrees committee and also as a Faculty Board member at the Walter Sisulu University.
Nqabeni, Nozuko and Nqabeni, Pelokazi. “Assessing Technology and Digital Platforms for Data-Driven Mathematics teaching and learning in South African Schools.” E-Journal of Humanities, Arts and Social Sciences 4, no.12 Special Issue (2023): 78-90. https://doi.org/10.38159/ehass.20234128
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
