Technology Integration in Teaching and Learning of Mathematics: A Disruptive Pedagogy to the Conventional Approach

Abstract

This paper examines the integration of technology in the teaching and learning of mathematics and presents it as a disruptive pedagogy that is capable of rewriting the mathematics educational narrative. This qualitative study sampled ten mathematics teachers and thirty intact class first year students from Offinso College of Education using a case study design and an interpretivist paradigm. Data were collected via semi-structured interviews and analysed via reflective thematic analysis. The research showed some findings that mathematics teachers and students preferred technology-based instruction because it helped to improve students’ understanding and active engagement. However, both advocated Blended Approach, considering both, technology integrated and conventional methods. It was discovered that if more and more mathematics teachers are made to be relevant with technology tools or resources, teacher capacity development, government support and having a policy document in respect of technology integration, there will be an expected effectiveness in the overall integration of technology towards effective and integral part of mathematics instructions. These would all provide ways for mathematics teachers to overcome obstacles they encounter when implementing technology to transform the way mathematics is taught, thus providing disruptive pedagogy to the traditional approach. These findings point to the promise of leveraging technology to improve the teaching and learning of mathematics, while also offering insight into the challenges that must be considered in order to, as optimally as possible, enhance students' learning of mathematics.