Mathematics Teachers' Perception: Information and Communication Technology Integration in Secondary Schools across East Berbice Corentyne, Guyana

This study explores the transformative impact of Information and Communication Technology (ICT) on mathematics education in secondary schools across East Berbice Corentyne, Guyana, focusing on the interplay between gender and educators' attitudes towards ICT integration. By analyzing a stratified sample of 128 mathematics teachers evenly distributed by gender, the researchers reveal a significant correlation between teachers' gender and their perceptions of ICT integration, with male educators showing significantly more positive attitudes towards ICT tools. Additionally, the findings highlight a notable disparity in challenges faced by teachers based on their years of experience; less experienced educators encounter fewer obstacles due to greater familiarity with technology. These results underscore the complex dynamics between gender, experience, and ICT integration in mathematical pedagogy.