Abstract
The aim of the study as educators, we need to investigate our classroom instruction in considering ways and how far where it goes beyond on making use of the technology for educational purpose, by doing it, as this paper is exploiting the possible investigatory inquiry of students’ and teachers’ beliefs on the use of technology and its impact on mathematics achievement. the study deals with these beliefs and technology used along the way to carry out the exploration, we rely on an analysis of questionnaires and assessment which has been conducted in Bataraza National High School, Senior High School Department (Academic Strand: STEM), where use of ICT is now essential in the mathematics lessons. The objectives of the study are intended to help inform the development of a technology used, innovation, intervention, adaptation and or strategies for digitally technology mathematics teaching and learning. The vital function of a digital technology for classroom instructions with mathematics is for raising up on the students’ academic achievement where to provide with the solid foundation of 21st century technology skill and motivation on an experience learning progression. Technology can subsequently support accomplish this interventional goal, it engages students and brought to flame their digital inspiration, it provides for the teachers to stimulate young minds that made a profound and lasting difference in their academic achievement. Cathy Adams (2006) wrote: “The technological milieu (environment) is shaping substantially-insinuating itself, habituating us, and simultaneously reinterpreting -how we act in and perceive the world “ .The study was able to determine first the observe influential variables related to technology best predicts a mathematics teacher’s beliefs and students about the technology adoption/use for mathematics classroom, uncover aspects of teachers’ beliefs about 0n the use of technology teaching and learning of mathematics.
