Assessing Technology and Digital Platforms for Data-Driven Mathematics teaching and learning in South African Schools

Resumo

As the world has become more digitalized, technology and digital platforms have revolutionized the way mathematics is taught and learned. It is, however, possible to further transform the way mathematics teaching and learning is conducted by using technology and digital platforms. Schools need to use digital platforms for teaching and learning mathematics to improve performance mathematics since the subject is considered difficult. Data-driven mathematics teaching and learning using technology and digital platforms have been discussed in this article. According to the authors, improved mathematics performance can be achieved by implementing strategies addressing digital platforms, data-driven pedagogy, teacher professional development and student engagement. As a means of achieving meaningful mathematics teaching and learning in South African schools, the authors believe technology and digital platforms can play a significant role. In this theoretical paper, the authors examined a constructivist approach to learning, which holds that learning involves interaction with the environment to construct knowledge. Also incorporated into the framework is the Technology Acceptance Model (TAM), which emphasizes that perceived efficacy, user-friendliness, and social influences impact the adoption and use of technology. As a result of the technology acceptance model, South African schools will be able to overcome challenges like infrastructure limitations and inadequate teacher training to advance the digitalization of information in mathematics education.

Dados da obra

Tipo

Artigo

Periódico

E-Journal of Humanities, Arts and Social Sciences, v. 4, n. 12, p. 78-90

Editora

Noyam Journals

Ano

2023 (2023-11)

Idioma

en

Palavras-chave

technology; digital platforms; data-driven; pedagogy; student-engagement; mathematics education; educational technology; data-driven pedagogy; student engagement; teacher professional development; constructivist learning; technology acceptance model; mathematics achievement; South African schools; digitalization of education

Temas

Formação de Professores de Matemática

DOI

10.38159/ehass.20234128

ISSN

2720-7722, 2821-8949

Licença

cc-by

Acesso

Download disponível

Fontes

DOAJ — Directory of Open Access Journals; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026