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.
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.
This study was located at one primary school in KwaZulu-Natal, South Africa.
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.
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.
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.
Mathematics is taught at schools to equip learners with mathematical knowledge to develop their problem-solving, communication, critical and systematic thinking skills (Lin & Rosli
The use of technology-based tools within the classroom also increases learners’ motivation and enhances the enjoyment of learning mathematics (Tobin & Weiss
The concept of fractions is one of the aspects of mathematics that many learners find difficult. Sherman, Richardson and Yard (
Fractions play an important role in the teaching and learning of mathematics (Siegler et al.
To assist in overcoming these challenges, researchers have developed some effective learning strategies to improve learners’ understanding of fractions. Recent research on interventions to support learners in their learning of fractions reveals that they have been successful in promoting learners’ understanding of fractions by using mnemonic devices and manipulatives with pictures (Amalia et al.
Rasanen et al. (
For supporting the teaching and learning of fractions, using technology-based tools has demonstrated the ability to scaffold the conceptual understanding of fractions (Way
In keeping with these notions, many education institutions are moving to more mobile and contemporary digital technologies such as tablet computers, laptops and netbooks (Johnson et al.
This study was framed by the theory of social constructivism. According to Vygotsky (
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Thus, the teacher needs to acknowledge that when learning new knowledge or skills, learners may require assistance to understand this new information (Clapper
Graven (
Thus, to better understand the perceptions of Grade 5 learners about the use of technology-based tools (i.e. videos and PowerPoint presentations) when learning fractions, this study was grounded on the principles of social constructivism. The ideas of the ZPD were reinforced whereby learners were arranged into smaller groups to complete a task-based worksheet. Each group consisted of learners with diverse learning abilities. The interaction amongst the learners in the group included questioning each other and supporting each other, with discovering answers to the questions posed in the task-based worksheet. This interaction created the opportunity for learners and the teacher to appropriately scaffold and guide other learners collaboratively. Subsequently, learners were then invited to complete a second task-based worksheet after they viewed PowerPoint presentations, which incorporated videos based on the teaching and learning of concepts that were initially taught by using the traditional ‘chalk and talk’ method.
The interpretive paradigm was used in this study as the interpretive paradigm is concerned with understanding the world based on an interpretation of learners’ experiences and perceptions of the world (Dean
A pilot study was conducted with one class of Grade 5 learners (
The main study was conducted in the second class of Grade 5 learners (
A traditional ‘chalk and talk’ lesson refers to a lesson that is generally teacher centred, where the teacher uses a chalkboard, blackboard or whiteboard to explain concepts, and there is little or no innovative instruction (Maycock
Whilst working in class on the task-based worksheets (see
The worksheets (see
In this study, a compact projector was used as a technology-based tool to enhance the teaching and learning of fractions in mathematics within the era of the 4IR. Learners viewed two PowerPoint presentations of lessons on fractions after answering the first task-based worksheet. The PowerPoint presentations included diagrams, pictures and two videos on teaching and learning of concepts within fractions. The concepts of fractions that were incorporated into the two videos included, for example, addition and subtraction of fractions, comparing and ordering of fractions, equivalent forms of fractions, solving of fraction problems in real-world contexts and so on. Thus, these technology-based lessons focussed on a recap of fraction concepts that were initially taught by using the traditional ‘chalk and talk’ method. The use of technology-based tools within the mathematics classroom supported the notions of teaching and learning within the 4IR. These were collaborative lessons whereby learners could ask questions, and the teacher was able to offer explanations as the lessons and technology-based presentations unfolded. Groups discussed and interacted with each other, which promoted clarification and understanding. Thus, learners’ understanding of concepts within fractions was scaffolded by their teacher and peers (More Knowledgeable Other [MKO]) (Clapper
The participation of learners in the focus group interview was voluntary and based on written consent from both parents and learners. For the focus group interview, 40 of the 48 learners agreed to participate in the interview. These participants were divided into eight groups of five learners each (
The qualitative data for this study, which were generated from the participating learners, proved to be effective in responding to the key research question for this study: What are Grade 5 learners’ perceptions of the use of technology-based tools (i.e. two videos and two PowerPoint presentations) when learning fractions in mathematics? The audio-recorded focus group interviews stimulated fluent data, which were interrogated to draw out common codes for this study. The audio-recorded focus group interview data were transcribed and read so that common codes could be initially identified. These codes were then carefully perused to refine initial codes into main themes. Responses of the learners to questions for the focus group interviews and the task-based worksheets were used to assimilate information that would contribute towards answering the key research question. Moreover, data analysis in the form of coding and categorising of themes was based on the conceptual framework of the study, that is the theory of social constructivism.
Data analysis included the following steps: acquaintance with the data to identify codes after reading and rereading the qualitative data, arranging sections of the data that were related to each other and studying the data excerpts to warrant that the focus group excerpts revealed a connection and refining the identified codes into themes. Also, member checking was completed to confirm the accuracy of the results and to provide participants with the chance to correct and make additions to the data generated. A detailed discussion focussing on the results of this study may be found in the section that follows.
This study was conducted with one class of Grade 5 learners at one primary school in KwaZulu-Natal, South Africa. Gatekeeper access was obtained from the KwaZulu-Natal Department of Basic Education to conduct research at the school. Also, gatekeeper access was obtained from the research office at the participating university in KwaZulu-Natal. The principal of the school, the learners and their parents for the main and pilot study were provided with informed consent forms detailing the processes of the research study.
The results of this study are concerned with the thematic analysis and discussion of data generated from the two task-based worksheets and eight focus group interviews with five learners each. Herzog, Handke and Hitters (
For most learners, at the primary school level, the topic fractions in mathematics is challenging (Beilstein
During the focus group interview sessions in this study, learners were adamant that the introduction of technology into the mathematics lessons had changed their perspective on the learning of fractions to one of fun and enjoyment. When asked about their perceptions of the videos and PowerPoint presentations, the enjoyment and fun aspects to learning fractions were cited by many participants. Using the technology-based tools, learners seemed to discover a lighter side to learning mathematics, which would assist in alleviating the notions of anxiety about mathematics, which many learners experience. The aspects of fun are captured in the learners’ views, which are expressed in the following focus-group interview excerpts:
Akhona
Luke: ‘… it’s much better than doing mathematics in class like we do every time [using the traditional ‘chalk and talk’ method]
Sakhile: ‘… it’s easier now … [referring to fractions that were being explained in the video].’ (FG6, male)
Siba: ‘… it reminds me about the movies we watch … it makes you learn … it’s interesting and fun …’ (FG5, female)
Susan: ‘… at first I thought that fractions were hard, but then our teacher showed us this movie about fractions … I think that fractions are easy and fun. I understand … numerator and denominator … after the PowerPoint presentations …’ (FG1, female)
From the interview responses, it was evident that learners found the learning of fractions using the PowerPoint presentations, which included videos, fun. This fun aspect to the lesson encouraged the learners to learn. Similarly, Fahmi, Priwantoro and Cahdriyana (
As was evident from the data generated in this study, the use of technology-based tools within teaching and learning can be of benefit for learners who have a challenge when learning fractions in mathematics through the traditional ‘chalk and talk’ method. Similarly, Celik (
Brian: ‘… it was a very good video … it helped us in our worksheet … we could discuss with our friends … helped in understanding …’ (FG7, male)
Jane: ‘… yes … it is much easier now [the understanding of concepts within fractions] … after watching the video … makes it look so easy …’ (FG1, female)
Sifiso: ‘… the first time we did maths like this [teaching and learning by using PowerPoints and videos] … most of the time … maths is hard, but this [the video] helped me … I could also ask you [the teacher] and the group [learners involved in group work while answering the task-based worksheets] for help …’ (FG6, male)
As was evident from this study, the teaching and learning of mathematics were supported by using the technology-based tools. Along the similar lines, Cheung and Slavin (
What was also evident from the response of the participants was that to attract learners’ attention, methods of teaching and learning ought to be fun as it might be difficult to gain learners’ interest once they have lost interest in the lessons. Furthermore, if we attempt to make teaching and learning fun and thought-provoking, this may inspire learners’ interest in learning mathematics. Through this added interest, learners may develop a greater appreciation for mathematics and technology (Lee & Chan
The notion that technology-based learning fosters an encouraging atmosphere for the learning of mathematics, in general (Umugiraneza, Bansilal & North
Abby: ‘… this was the best mathematics lesson, so I will tell my friends what I saw on the video …’ (FG2, female)
John: ‘… I loved watching how all the fractions were explained. It was different from how we did fractions before … [referring to the traditional ‘chalk and talk’ method].’ (FG2, male)
Larry: ‘… this is the first time we used a computer for maths … be fun to do our other subjects like this too …’ (FG4, male)
Lihle: ‘… yes, I think it is easy because they [the video] explained how to do the sums … you can understand how to do it now …’ (FG8, female)
Siba: ‘… yes … I was a bit confused … but after discussing what we saw in the video with my group … I understand …’ (FG5, female)
This change in outlook to learning fractions is evident in the preceding excerpts. The learners in this study believed that the use of the technology-based tools in the learning of fractions prompted them to exhibit greater enthusiasm and inspired an encouraging atmosphere for learning mathematics. The creative incorporation of technology into the learning process elevated the regular, passive learning that learners were accustomed to and facilitated collaborative learning with social interaction (Finnegan & Ginty
Furthermore, the introduction of technology into the lessons created a feeling of confidence arising from an appreciation of learners’ ability to remember what they have learned. The learners also felt that the use of the technology-based tool scaffolded (Eun
Allan: ‘… yes … they can help us … I can remember more … [referring to the videos and PowerPoint presentations].’ (FG4, male)
Ann: ‘… the videos made me more relieved that I don’t have to worry. It taught me more …’ (FG8, female)
Brian: ‘… it was a very good video … it helped us in our worksheet …’ (FG7, male)
Nonhle: ‘… yes … it’s nice to have this group work, and the video … helps me understand …’ (FG5, female)
Siba: ‘… I like to see the sums on the screen … I enjoyed watching … I understood more now …’ (FG5, female)
Sifiso: ‘… this was the first time we did maths like this … most of the time I feel maths is hard, but this [referring to the PowerPoint presentations] helped me …’ (FG6, male)
Thabo: ‘… I couldn’t understand it before … but now I remember after watching the video …’ (FG8, male)
Thus, instead of continuing with the traditional ‘chalk and talk’ teaching methods, this research study embraced the use of a technology-based tool (the two videos and two PowerPoint presentations) in the classroom. A learning environment was created whereby all learners were able to make use of the videos and PowerPoint presentations to clarify any misunderstandings regarding the content, as well as to use the information that was presented to enhance their learning of fractions. The learners in this study viewed the two PowerPoint presentations and the two videos prior to discussing their meaning making of the fraction concepts they had viewed with the teacher and the other group members. The learners socially interacted (Weinberger et al.
As we are living within the era of the 4IR, there is a need for learners to transform their thinking to be successful within this technologically advanced period (Leneway
The example shown in F within
Similarly, Thabo’s solution to the question on fractions of whole numbers (H within
What was evident from the focus group interview as well as from the responses on the second task-based worksheet was that the participating learners valued and embraced the use of the technology-based tools in the classroom. It was also evident from the responses to the second task-based worksheet (see
An example of Kim’s responses to the task-based worksheets.
An example of Sakhile’s responses to the task-based worksheets.
An example of Nancy’s responses to both the first and second task-based worksheets.
An example of Thabo’s responses to both the first and second task-based worksheets.
An example of Nonhle’s responses to both the first and second task-based worksheets.
Researchers, teachers, teacher educators and policymakers have been exploring innovative ways to integrate technology in classrooms to enhance teaching and learning. Thus, with a view to transforming teaching and learning in a South African mathematics classroom within the era of the 4IR, this study sought to explore Grade 5 learners’ perceptions of learning fractions in mathematics by using technology-based tools (i.e. videos and PowerPoint presentations).
The qualitative, interpretive analysis of the focus group interviews and responses to the task-based worksheets revealed two main results. Firstly, the use of technology-based tools inspired an appealing and fun way of learning fractions. Additionally, the use of technology to learn fractions resolved the confusion around the concepts and terminology associated with learning fractions and brought out fun and enjoyment in the learning of mathematics. Secondly, the use of technology-based tools inspired an encouraging atmosphere for learning fractions. Moreover, the use of technology-based tools motivated learners to interact and participate in the mathematics lessons socially. The findings of this study have revealed that learners are encouraged to participate actively in mathematics lessons that are enjoyable and interesting. This motivation can lead to improved learner performance in mathematics.
Moreover, at the research site where this study was conducted, the resources that are generally used for teaching and learning are the chalkboard, textbooks, worksheets and workbooks. The integration of technology as a teaching tool was a new experience for the participating learners. Based on the researchers’ observations, before the lesson, the learners were excited to see the projector and laptop being connected. Learners enthusiastically awaited what would be projected on the screen. The participating learners’ interest was stimulated, and their attention was focussed on the content being presented. Discipline and classroom management were also good during the lesson. This was novel, because based on the researchers’ observations and experiences, during other mathematics lessons it was often a challenge to obtain the undivided attention of learners because there is a large number of learners in the class and they were easily distracted. Based on the evident enthusiasm and the participating learners’ deep interest in the technology-based lessons, this culminated in an enhanced understanding of the concepts within fractions. This heightened understanding of the concepts under study was evident from the participating learners’ responses to the second task-based worksheet as depicted in the Results and Discussion section of this article.
The analysis of data generated from this study also suggested that the participating learners embraced the use of videos and PowerPoint presentations to facilitate the successful learning of fractions in mathematics. This study exhibited that if teachers globally aspire to prepare learners with the skills necessary to be successful within the era of the 4IR, then the knowledge of and the ability to use technology-based tools within the classroom is essential. Integrating discussions and collaborative learning by using technology-based tools is important for successful teaching and learning and is necessary for preparing learners for the future. This preparation can educate mathematics learners to participate at an advanced global level. Moreover, within the current context of the global coronavirus disease 2019 (COVID-19) pandemic, educational institutions globally are embracing remote and online teaching and learning. Within the ambit of online teaching and learning, the use of technology-based tools is essential. Thus, within the COVID-19 pandemic era, integrating technology-based tools within pedagogy is important for successful teaching and learning. Therefore, if teachers embrace the use of technology-based tools for teaching and learning, learners will be better prepared to learn and succeed in online educational environments.
The limitations of this study were that this was a small qualitative study conducted with one class of Grade 5 learners within one school in KwaZulu-Natal, South Africa. Opportunities for future research could include studies conducted at several schools within different provinces in South Africa. This study could also be accomplished with primary schools internationally. Large-scale data may provide greater statistical consistency and better opportunities for further quantitative and qualitative analysis and interpretation.
The authors are grateful to the National Research Foundation (NRF) who partially funded this research study.
The authors have declared that no competing interests exist.
All authors contributed equally to this work.
The National Research Foundation (NRF) partially funded this research study (NRF Grant Number: TTK170408226284, UID: 113952).
Data are available from the corresponding author on request.
The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of any affiliated agency of the authors.
Pseudonyms have been used to protect the identity of the participants.
FG is the acronym used for Focus Group.
Words in square brackets within the focus group interview transcripts have been added by the authors to support the reader’s understanding of each transcribed excerpt.