Abstract
M.Ed.
Infusing Information and Communication Technologies (ICTs) into the teaching and
learning of Mathematical Literacy
Located in the qualitative research paradigm, this study was conducted in eight
Gauteng Department of Education schools in the Ekurhuleni North District 6, in
Gauteng South Africa and aimed to investigate the use of ICTs in the teaching and
learning of Mathematical Literacy. This study focused on how Mathematical Literacy
teachers use ICTs to enhance their teaching and learning. In addition, teachers’
attitude, ICT competency as well as the challenges that they face in using ICTs to
enhance the teaching and learning of Mathematical Literacy was investigated. Not
only is knowledge of ICTs important but the competence of ICT users, namely
teachers and learners requirements need to be illuminated through extensive and
intensive research. For this reason, this study could, despite its limitations, pave the
way for far more elaborate studies to be conducted. This study will contribute
towards an understanding of teachers’ experiences of the use of ICTs in South
African classrooms. The need exists for teachers to be trained in computer literacy
skills and technology skills as well as for school management and the Department of
Education (DoE) to provide the necessary support that is deemed essential for the
successful use of ICTs in the teaching and learning of Mathematical Literacy. The
findings of this study suggests that unless school management and the DoE providethe necessary training and support for teachers, the likelihood of attaining the goal
of all learners being ICT literate by 2013, may not be realised.