Perceptions and readiness of high school mathematics teachers for integration of ICT tools in the teaching and learning of mathematics
Jacob Arhin 1 2 * , Francis Ohene Boateng 1 , Ernest Frimpong Akosah 1 3 , Kennedy Gyimah 1
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1 Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, GHANA2 Anglican Senior High School, Kumasi, GHANA3 Peki College of Education, Peki, GHANA* Corresponding Author


This paper seeks to gain insights into teachers’ perceptions, and readiness to integrate information and communication technology (ICT) tools in mathematics instruction. A mixed-methods approach was employed, involving surveys and interviews with a sample of high school mathematics teachers. The study involved 90 mathematics teachers working in three senior high schools in Kumasi metropolis in Ghana. The study revealed that teachers generally hold positive perceptions of the benefits of ICT tools in mathematics teaching. They strongly agree that ICT tools enhance students’ understanding of mathematical concepts and improve their engagement and motivation in mathematics classes. Teachers also recognize the potential of ICT tools in promoting problem-solving skills and providing opportunities for differentiation and personalized learning. However, opinions regarding student-centered learning, exploration, and creativity through ICT tools were more varied, suggesting a need for further investigation and support in these areas. In addition teachers expressed the need for continuous training on specific tools, curriculum alignment, and assessment methods.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 9, Issue 1, January 2024, Article No: em0179

Publication date: 01 Jan 2024

Online publication date: 16 Dec 2023

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Article Downloads: 811

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