MATHEMATICS TEACHERS PERCEPTION OF THE USE OF ICT IN TEACHING AND LEARNING MATHEMATICS

ABSTRACT

This study examined mathematics teachers' perception of the use of ICT in teachingandlearning mathematics in secondary schools through the Research Questions suchas what factors influence use of Information Communication Technology (ICT) in teachingmathematics? What are the impacts of Information Communication Technology (ICT) inteaching of Mathematics? How do mathematics teachers perceive the impact ofInformation Communication Technology (ICT) on student engagement andunderstanding of mathematical concepts? How do mathematics teachers perceivetheirlevel of proficiency and confidence in using Information Communication Technology(ICT) for teaching mathematics? What are the challenges of using InformationCommunication Technology (ICT) in teaching of Mathematics The research design employed was the descriptive survey research design. The Simplerandom technique was used to select teachers teaching mathematics. The instrument that was used for the data collection was a structured questionnaire. The instrument wasadministered by the researcher. The data was analyzed using descriptive statisticsshowing mean and standard deviation On the basis of the findings made in the study, we conclude that factors like InformationCommunication Technology (ICT) resources, level of training, support and engagement from school administration and the duration of time influence the use of InformationCommunication Technology (ICT) in teaching Mathematics. Majority of the responseagreed that the use of Information Communication Technology (ICT) impacts theteaching of Mathematics. Majority of the Teachers perceive that InformationCommunication Technology (ICT) have impact on students understandingofMathematics. Majority of mathematics teachers perceive a high level of proficiencyandconfidence in using Information Communication Technology (ICT) in TeachingMathematics. Majority of the teachers agreed that they are challenges inusingInformation Communication Technology (ICT) in teaching of Mathematics. Theimplication of this study highlights the need for regular ICT training programs, adequateprovision of technological resources, and supportive school policies to encourageICTadoption in mathematics education. Conclusively, the results emphasized that teacherswith limited ICT skills or inadequate resources face challenges in integrating technologyinto their lessons. The researcher recommends that workshops and capacity-buildingprograms be organized to enhance teachers' digital competence and improve the overall quality of mathematics instruction.