Abstract
The advancements in technology and technological gadgets have now entered the classroom where teachers are driven to use digital instruments like Smartboards to teach mathematics. However, how teachers use technological gadgets like Smartboards in primary school mathematics classes has not been well explored within the South African context. This study addresses this gap by investigating primary school teachers’ experiences of teaching mathematics using Smartboard technology. Through qualitative inquiry employing semi-structured interviews and classroom observations, the study explores the strategies employed by teachers to integrate Smartboards into mathematics lessons and engage learners effectively.
The findings show that teachers skillfully designed interactive learning spaces, making use of Smartboard functions to promote learner engagement and hands-on use of digital elements. Teachers also adeptly used multimedia resources, like videos and animations built into Smartboards, to clarify difficult mathematical ideas and help learners grasp them better. Teachers can improve engagement and understanding by using interactive Smartboard functions to create collaborative learning environments and provide prompt feedback.
The importance of incorporating digital learning tools and internet resources that are accessible through Smartboard technology in mathematics education is highlighted by this study. To improve learners’ learning outcomes, this study highlights how crucial it is to take into account a variety of learning styles and incorporate real-world contexts into mathematics lessons. The study also emphasises how important it is for teachers to attend professional development and training programmes to fully utilise Smartboards as teaching aids. Summing up, this study highlights the Smartboard’s potential to boost learner engagement and understanding during mathematics lessons. It therefore supports making Smartboards a core teaching tool, ensuring every pupil has equal access to quality education