Abstract
Botswana has embarked on various national projects geared at facilitating the integration of ICT into the education sector. ICT has the ability to advance the teaching and learning of mathematics in schools. Consequently, the main aim of the study is to investigate teachers’ experiences in the use of ICT for learning and teaching mathematics in selected public junior secondary schools in Gaborone. The case study approach was used to interview a total of n= 7 mathematics teachers in sampled junior secondary schools in Gaborone. The study revealed that although the teachers exhibited theoretical knowledge of what ICTs are, they were very limited in their skills and practice of them.
Moreover, the study findings revealed that the teachers had not received any bridging in-service training on incorporating ICT infrastructure into the classroom in general and could therefore not apply it in teaching mathematics. This finding highlights the skills gap observed with most of the respondents which limits their effectiveness in using ICTs in teaching and learning mathematics. In addition, the findings further revealed a shortage of resources such as projectors, desktops, and smart TVs that can potentially be used to enhance learning and this was expressed as the greatest challenge by the respondents.