Abstract
A solid Mathematics foundation is necessary in ensuring that learners can think critically and solve problems. It was stated in the Trend in Mathematical and Science Study (TIMSS, 2019) that South Africa’s performance in Mathematics is still amongst the lowest of five of the 64 countries. Having a solid foundation ensures that barriers towards Mathematics are eliminated in the higher grades. Likewise, if gaps exist in the teaching of the learners in the foundation Phase they are more likely to encounter problems throughout their school. It is against this background that this study was conducted. It was aimed at answering the question; How does the use of mobile video games influences the teaching of Mathematics in the Foundation Phase(FP).
The mixed method research approach was applied for this research and the TPACK theoretical framework was found to be the most suitable. An online survey was completed by the Foundation Phase teachers. The interviews were conducted in person at the school.
The findings revealed that the use of mobile video games can make learning more enjoyable, thereby creating a more positive attitude towards Mathematics. The mobile video games allow for fun teaching where learners can be more engaged with their learning. This study found that digital educational activities in the form of mobile video games were a useful educational tool that fostered effective learning. The study revealed that young FP learners aged 6-9 years took immediate interest in using mobile devices through which they gain new knowledge. Although the study made some positive findings that could impact the teaching and learning of Mathematics positively, it acknowledged that more studies would be beneficial.