Abstract:
Included in the contemporary mathematics curricula in Ghana is the
expectation that mathematics teachers will integrate technology in their teaching.
However, importance has not been placed on preparing teachers to use ICT in their
instruction. This paper reports on a study conducted to explore the feasibility of ICT use
in mathematics teaching at senior high school levels in Ghana. Interviews and survey
data were used for data collection. Preliminary results showed that mathematics teachers
in Ghana do not integrate ICT in their mathematics instruction. Among the major
perceived barriers identified were: Lack of knowledge about ways to integrate ICT in
lesson and Lack of training opportunities for ICT integration knowledge acquisition.
To overcome some of these barriers, opportunities of a professional development
arrangement for pre-service mathematics teachers were explored. Findings from the
study revealed specific features of a professional development scenario that matters for
ICT integration in mathematics teaching in the context of Ghana.
