Foundation phase teachers on the use of digital play in teaching Mathematics in the early grades
The school that was purposefully selected for this study was a technology rich school located in a well established urban neighbourhood. Many of the learners attending this school came from middle income homes. The researcher then proceeded to draw a sample of five grade R– 3 teachers. From this sample, one of the teachers taught a special needs class, while another taught a remedial class. In this way, the study was able to make comparisons and determine how a specific classroom setting contributes to the type and level of engagement by the teachers with digital play.
Data were collected through semi-structured interviews and document analysis of classroom materials and lesson plans. The data analysis considered teacher views on the role of information and communication technology (ICT) in education, digital games and the extent to which digital pedagogies can enhance mathematical skills.The biographical information about the participants, such as their gender, home language, academic and professional qualifications, foundation phase specialisation as well as years of teaching experience were sourced from the participants. All this information was helpful in the analysis of the research participant's personal and professional backgrounds in relation to their knowledge and experience in teaching the foundation phase.
University of Pretoria (UP) Grant
Department/UnitEarly Childhood Education
Sustainable Development Goals
- 4 Quality Education
- 10 Reduced Inequalities