Abstract
Research has shown that information and communications technology (ICT) integration provides opportunities to enhance mathematics teaching. However, little is known about how learners themselves engage with and perceive the integration of ICT when learning algebraic expressions, which is a central but conceptually challenging topic. This study addresses a critical gap in mathematics education in South Africa, by exploring learners’ experiences with ICT tools. Underpinned by social constructivism and the ICT and online learning frameworks, this study adopted a qualitative research design situated within an interpretivist paradigm, which foregrounds the subjective meanings learners assign to their classroom experiences. The data were collected through field notes, open-ended questionnaires, pre- and post-tests from 77 Grade 9 learners who were purposively and conveniently sampled to participate in this study. The thematic analysis conducted in this study revealed four main findings: (1) learners’ conceptual understanding with ICT-enhanced instruction in the learning of algebraic expressions was improved by incorporating ICT in their learning experiences, (2) learner engagement and motivation using ICT tools in the learning of algebraic expressions also improved their willingness to learn and enhanced performance in the post-test, (3) ICT usability training and support structures are required for a better integration of ICT in learning, and (4) collaborative and independent learning experiences were indicated to also enhance learners’ learning. Learners reported that interacting with ICT tools enabled them to engage with and explore algebraic expressions more effectively. The findings suggest that ICT integration in the teaching and learning of algebraic expressions reduced anxiety and disengagement and improved learner performance. Positive shifts were noted towards curiosity, agency, and collaboration. This study contributes to the growing body of knowledge which advocates for learner-centred pedagogies and for technology-enhanced education, especially in contexts seeking to address historical inequalities in access and participation.