Abstract
The integration of Information Communication Technologies (ICT), driven through digital platforms to enhance curriculum delivery has infiltrated the education sector across all phases of schooling. However, little is known about the way in which educators experience the integration of the ICT integrated platforms or if these platforms inform teachers’ planning and lesson preparations. This under researched topic formed the basis for this study. This study explored the lived experiences of mathematics teachers who used government funded mathematics platforms such as, Mathematics Curriculum Online (MCO). The research specifically focused on whether the integration of the platform is being used to inform teaching approaches within this digital framework, given the unequal school contexts. Data were generated by the employment of a qualitative, interpretivist research design using thematic analysis to identify recurring patterns. Qualitative questionnaires were completed by twenty primary school mathematics teachers on the MCO platform. Semi-structured follow-up online interviews were conducted with four teachers from ordinary public schools across varied quintiles in the Metro Central Education District (MCED) of the Western Cape (WC). Findings revealed that teachers perceived the value of MCO as a cognitively aligned supporting tool for formative assessments. The study found that the teachers’ digital competency, confidence and competence in mathematic methodology affected their ability to analyse learner errors and effectively use the MCO platform meaningfully. Intermediary factors further impacting the use of the MCO platform were identified as challenges related to limited devices, unreliable and inconsistent internet access and connectivity, time constraints within a perceived overloaded curriculum and the disproportional access to targeted professional development opportunities. The study contributes to factors which must be considered if digital integration within primary schools is to be effective. The findings assist the design of targeted interventions in similar educational contexts and should inform digital ICT program designs within primary schools.