Abstract
The integration of ICTs in the teaching of Mathematics at selected rural primary schools in Kwazulu-Natal
Researchers highlighted technology integration as one of the solutions to the challenges in the teaching of Mathematics in South African rural schools. However, “teachers' confidence, beliefs, and attitudes” toward the part technology play in the teaching of mathematics, and towards the potential to effectively integrate it within mathematics classrooms are classified as the main challenges. The study aims to establish how ICTs can be integrated in the teaching of Mathematics at selected rural primary schools in Kwazulu-Natal. It is underpinned by the TPACK framework. This study adopted the quantitative research design. Purposive sampling was used to select 131 participants. The findings show that teachers have challenges in technology domains (TK) knowledge of digital tools they scored an M=3.01 and SD=1.32, (TCK) knowledge to identify tools to be used for mathematics an M=3.10 and SD=1.21 (TPK) knowledge of affordances of technological tools an M=3.00 and SD=1.27, and overall (TPACK) an M=2.99 and SD=1.19. They score high on conventional methodology with the Mean above 4.00 in all three domains (CK, PK, PCK). To identify affordances items with higher Mean on TK, TCK and TPK were selected i.e., the ability to use software already installed (MSWord). Then identify affordances associated with that software. The findings suggest DBE should offer TPACK developmental programs to primary school mathematics teachers in their working environment in a gradual and continuous process, and they should be provided with all technical support necessary to improve their TPACK levels.