Master of Arts (Instructional Design & Technology)

This qualitative study addresses the following research question: "To what extent should primary school teachers integrate ICT into Mathematics teaching?" This is in a context that current reform of educational technology and Mathematics education advocates the importance of learning, thinking and communication skills. A survey questionnaire was first used to identify the predominant approach of ICT use in primary school mathematics teaching and to determine the relevance of four common factors affecting teachers' use of technology derived from a review of literature.

This study revealed that the predominant approach of ICT use in primary school mathematics teaching was drill-and-practice. Findings also indicated that (1) a wide-ranging IT facilities and resources were readily available in schools for teachers' use, (2) teachers had the basic skills in using ICT, (3) teachers had been using computers for Mathematics lessons regularly, and (4) teachers' attitudes towards ICT use were, in general, positive. A review of literature on effective use of ICT for primary school mathematics education was used to provide a context to interpret and respond to the survey findings. It was suggested that the primary school teachers' limited use of ICT was due to the lack of understanding of the correct approach to using ICT for effective Mathematics learning.

This study concludes by suggesting primary school teachers should make full use of the wide range of ICT to realise the objectives in the Singapore Framework of Mathematics Curriculum. This could be achieved if teachers adopt a constructivist-oriented approach for instruction and focus on (1) the learning process when using ICT, (2) the benefits of ICT and (3) broadening the awareness of the wide-ranging ICT and the educational theories underpinning their use. Continuous professional development was also recommended to keep teachers abreast with the relevant technological and pedagogical knowledge and skills. Teachers need to be empowered in their own professional development and given the necessary support and recognition for appropriate use of ICT. Besides, policy changes to allow teachers more time for innovation are also essential for the effective use of ICT for primary school Mathematics education.