Using digital tools to teach grade 7 mathematics in under-resourced schools

In mathematics classrooms, teachers are expected to employ various pedagogical strategies supported by diverse teaching and learning materials to facilitate an understanding of this unique discipline. However, South African mathematics education continues to face various challenges, including the influence of conventional teaching strategies in under-resourced settings. The lack of resources in schools is largely due to inequities in access to resources that are often associated with socioeconomic factors. Therefore, this study aims to explore whether digital tools could improve mathematics learning in Grade 7. This study is grounded in the theory of constructionism and employs a qualitative approach. Eight Grade 7 mathematics teachers were purposively sampled from the four schools. Data collected through observations and semi-structured interviews were analysed using thematic analysis. This study’s findings indicate that the use of online videos, Kahoot! GeoGebra and Google Forms seem to foster mathematics learning, promote learner engagement, and are conducive to allowing learners to think critically. The use of digital tools can offer holistic instruction on different mathematics content; however, there is limited access to these vital tools in South African schools. This study recommends increased priority in the provision of digital tools in schools as they improve the teaching and learning of mathematics. Future studies could focus on narrating the implementation of tools in mathematics classrooms. This study is essential in that it offers valuable insights into the integration of technology in mathematics pedagogy and provides practical implications for mathematics instructors.