F. O. Idehen

This research study was carried out to examine the influence of digital tools in teaching andlearningmathematics in Ovia-North East Local Government Area of Edo State, Benin city. The populationsizecomprises of all students across 174 secondary schools in Ovia-North East Local Government Area, EdoState. The sample size used comprises of 100 respondents across different secondary schools whowerevalidated. Self-constructed and validated questionnaire was used to for data collection. The collectedand validated questionnaire were analyzed using mean and standard deviation with the benchedscore2.50. The result of the findings reveals that, students use digital tools such as calculators, GeoGebra,photomath, and watch videos for learning mathematics. The results also revealed that digital toolsincrease group work and motivate students to engage more in mathematics practices. The researchalsoshowed that student’s choice of digital tools is greatly influence by the availability of free tools, easeofuse, fun and teacher’s recommendations. Students also face challenges such as poor internet connection,finding the right digital tools to use, and teacher’s level of guidance while using digital tools tolearnmathematics. Government, curriculum planners and stakeholders therefore, must ensure to work collectivelywithschool authorities to provide current and relevant digital tools and free internet connection for learningmathematics in secondary schools. Teachers also should recommend, encourage and assist studentsusing digital tools to learn mathematics.

This study examined teachers’ preparedness in integrating digital technology in Mathematics teaching.Thisaimed to aid Mathematics teachers on how to integrate technology into their Mathematics teaching instructions and to understand the type of technology to use in teaching Mathematics. Ten research questions were raised and five were hypothesized and tested at the 0.05 level of significance. A correlational survey research design was adopted for the study. The population for the study consisted of one hundred and seventy nine (179) public secondary school Mathematics teachers and seven hundred and eighty (780) private secondary school Mathematics teachers, which gave a total number of nine hundred and fifty nine (959) secondary school Mathematics teachers in Edo South Senatorial District, Edo State. A simple random sampling techniques was used to collect information from in-service public and private secondary school Mathematics teachers which were drawn from the population. A sample of thirty-five (35) public schools and seventy (70) private schools (105 schools) and a sample size of two hundred and ten (210) secondary school Mathematics teachers were used for the study. The instrument for data collection was Mathematics Teachers Questionnaire Instrument (MTQI). Reliability of the instrument was determined using Cronbach Alpha and a value of 0.71 was obtained. Frequency counts, percentage, descriptive statistics (mean and standard deviation), Independent t-test, Pearson correlation statistics and multiple regression analysiswere employed for data analysis. The findings revealed that majority of Mathematics teachers were not aware of the digital technology tools available to aid in teaching Mathematics; the knowledge of digital technologhad been added as a required knowledge of instructions for Mathematics teachers in integrating digital technologies in Mathematics teaching. Sequel to these findings, it was recommended that Mathematics teachers need to undergo training and retraining to meet the standard of Technological Pedagogical Content Knowledge (TPACK) and set up education for the future as well as setting up the students for their future.