Why Do Learners with Limited Resources Use or Not Use Technology in Mathematics Learning?

Current statistics show that the number of grades 10 – 12 mathematics learners in South African schools is still very low compared to learners in general curriculum subjects. Furthermore, these learners do not perform well on the grade 12 mathematics tests. Technologies are seen as tools that attract learners to mathematics and positively influence mathematics teaching and learning. This mixed methods study was conducted against this background, in consideration of the need for ongoing research on learners’ use or non-use of educational technology in mathematics in socio-economically disadvantaged South African schools. This study investigated two socio-economically disadvantaged schools in South Africa and, included 79 learners between grades 10-12 who filled out a questionnaire. Two focus group interviews were also conducted. Key findings are that the learners’ use of educational technology in the two schools is consistent with the teachers’ use of such technology. The most used technologies are the calculators and the smartphones. In conclusion, I argue that teachers’ appropriate use of calculators and smartphones in teaching mathematics positively influences learners’ use of calculators and smartphones. It is, therefore, recommended that the use of calculators and smartphones in mathematics teaching be encouraged in the context of socio-economically disadvantaged schools.