Enhancing learning grade 1 mathematics using tablets at a school in Mkhondo.

Abstract

This study aims to design a strategy to enhance the learning of Grade 1 mathematics at a school in Mkhondo. This study was conducted at Gert Sibande region, KwaThandeka circuit, in the Mpumalanga Province, where one of the schools was chosen to conduct this research. This study adopted posthumanism as the theoretical framework because posthumanism moves away from enlightenment and encourages entanglements and relationality between the human and the non-human. The study uses Connectivism for its conceptual framework because Connectivism encourages learner-centred learning and the use of networks and technology such as tablets, to enable learners to access knowledge. The study focuses on designing a strategy to enhance the learning of mathematics at a school in Mkhondo. It explores challenges that hinder the teaching of mathematics using tablets. Challenges include lesson plans that do not integrate learning outcomes and tablets, not using tablets for knowledge-building and facilitation, assessment without tablets, collaborative learning and participation, and not using tablets to teach real-life situations in mathematics. The study uses Participatory Action Research to involve everyone in designing an effective strategy. The research team identified challenges which teachers face in enhancing the learning of Grade 1 mathematics using tablets. Through discussions and reflections, the team devised solutions and strategies to help teachers realise their objectives. Data was analysed using Critical Discourse Analysis (CDA) which critically analyses text and speech and gives meaning and ideology. CDA analyses how discourse plays itself out in society. The analysis was done to find potential strategies and solutions that help teachers enhance Grade 1 mathematics using tablets.