An investigation into the integration of ICTs in teaching and learning mathematics at the primary school level in selected schools of Pemba district, Southern province.

The study investigated the integration of Information and Communication Technology (ICT) in the teaching and learning of primary Mathematics in selected schools of Pemba District, Southern Province. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study aimed to identify available ICT teaching and learning materials for Mathematics, examine how ICTs are utilized in Mathematics instruction, and investigate challenges teachers face in integrating ICT into Mathematics teaching. The study employed a qualitative approach using a case study design. Purposive sampling was used to select participants, including one District Education Board Secretary (DEBS) representative, eight administrators (Headteachers, Deputy Headteachers, or Senior Teachers), and 24 Mathematics teachers. Data collection methods included interview
guides, one-on-one questionnaires, and lesson observations (8 lessons). Findings revealed that ICT integration in Mathematics instruction was limited due to the low availability of ICT teaching and learning materials. Apart from Interactive Radio Instruction (IRI) radios and Let’s Read tablets, schools had inadequate technological resources. Additionally, poor technical and physical infrastructure further constrained ICT adoption. While teachers demonstrated strong Content Knowledge (CK) and Pedagogical Knowledge (PK), their Technological Knowledge (TK) and Technological Content Knowledge (TCK) were insufficient, hindering effective ICT integration in Mathematics teaching. The study recommends that the Ministry of
Education should provide continuous professional development training for teachers on ICT integration in Mathematics instruction. Additionally, the government and stakeholders should invest in equipping schools with essential ICT tools such as interactive boards, Mathematics-related educational games, and software applications tailored to Mathematics content. Moreover, sustained technical support and infrastructure maintenance should be prioritized to enhance ICT use in Mathematics education.