Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics
Background: Within the ambit of the Fourth Industrial Revolution (4IR), the use of technology-based tools within teaching and learning is advancing rapidly at education institutions globally, including the teaching and learning of mathematics. Learners and teachers have challenges with teaching and...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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AOSIS
2021-01-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/846 |
| Summary: | Background: Within the ambit of the Fourth Industrial Revolution (4IR), the use of technology-based tools within teaching and learning is advancing rapidly at education institutions globally, including the teaching and learning of mathematics. Learners and teachers have challenges with teaching and learning fractions in mathematics. A learner’s understanding of fractions is fundamental for the understanding of key concepts in other mathematics sections.
Aim: This qualitative, interpretive study examined the perceptions of Grade 5 learners about the use of technology-based tools, more specifically videos and PowerPoint presentations when learning fractions in mathematics.
Setting: This study was located at one primary school in KwaZulu-Natal, South Africa.
Methods: The study was framed within the ambit of social constructivism, and data were generated via task-based worksheets, interactive technology-based lessons and focus group interviews.
Results: Based on the results of this study, it was evident that the participants valued the use of the technology-based tools during the teaching and learning of fractions. Based on an interpretive analysis of the data generated, two major themes emerged. Participants indicated that using videos and PowerPoint presentations inspired an appealing and fun way of learning fractions and inspired an encouraging atmosphere for learning fractions. These results may be of value to teachers, teacher educators, researchers, curriculum developers and learners of mathematics.
Conclusion: The concluding comments of this article mention research implications and recommendations for further research within this area. These recommendations are significant as there is a need for educational institutions globally to embrace the 4IR within teaching and learning. |
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| ISSN: | 2223-7674 2223-7682 |