The effectiveness of computer-aided teaching on the quality of learning data handling in mathematics in grade seven

Abstract

The purpose of the study was to investigate the effectiveness of computer-aided teaching on the quality of learning data handling in mathematics in grade seven. The rationale for this study was based on the information that, preceding the introduction of curriculum 2005 in South African schools, statistics education received little or no formal importance. At tertiary institutions in South Africa and in many other countries, very few learners choose to major in statistics. Coupled with this was that the effective integration of technology into the teaching and learning of mathematics remains one of the crucial challenges facing mathematics, which has been slow to respond to technological innovation. A review of the literature provided the basis for the study of grade seven learners to determine the use of technology in data handling, their views on the use of computers in mathematics and the effect of computers on the achievement of the set mathematics goals. Responses to the questionnaire, interview and the test scores as well as factors identified in the literature, are used to catalogue the effectiveness of integrating technology in mathematics. The study identified three defining characteristics, each with a number of associated elements. The first being that learners who engaged in technology activities in mathematics have shown a greater conceptual understanding of mathematics as indicated in the pre-test and post-test scores. The second was that technology intensive instruction through the use of the Excel tool helped learners to gain a better understanding of data handling concepts. Thirdly, research result of this study showed that integrating technology into mathematics instruction can be a positive influence on mathematics learning as evident in the interview as well as the test scores. The study concludes that effective integration of technology in mathematics requires recognition and comprehensive attention. This will provide effective quality learning in mathematics education.