Educational technology and mathematical problem-solving skills in Grade 3

Evidence from a stimulated recall study

Datos Bibliográficos

ID22162708
AutoresMmakgabo Angelinah Selepe (0000-0003-0805-6685, Education and Early Childhood Development), Thokozani Ndlovu (Education and Early Childhood Development)
Año2026
Volumen11
Fecha de publicación2026-06-03
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1830065
OpenAlexW7163374116
IdiomaEN
Referencias citadas45

This paper examined the effect of Educational Technology (EdTech) on teaching mathematical problem-solving skills in Grade 3. Despite limited access to EdTech in schools, professional development on its use in mathematics teaching remains insufficient, even though its use is widely encouraged in the Foundation Phase (Grades 1–3) mathematics globally. The study was underpinned by Vygotsky's constructivist theory, which posits that children construct mathematical knowledge within social contexts. A qualitative multiple-case study design was employed, involving four purposively selected Grade 3 mathematics teachers from four primary schools in Limpopo, South Africa. Data were collected through stimulated recall interviews, supplemented by lesson plan analysis and non-participant classroom observations, given the small sample size. Interpretative phenomenological analysis, supported by NVivo, revealed that while educators perceive EdTech as a tool for enhancing engagement and conceptual understanding, its actual use remains driven by educators, constrained by limited access, inadequate training and curriculum frameworks that do not support technology integration. The findings indicate that EdTech enhances learner engagement and conceptual understanding of mathematical problem solving. Providing targeted professional development can empower teachers to improve their confidence in integrating EdTech effectively into their classroom practices. The study concludes that EdTech effectiveness is not inherent but is mediated by educators’ pedagogical design and the systemic support available. The key contribution is the empirical demonstration of the educator as the essential constructivist mediator, highlighting that meaningful EdTech integration requires a shift from tool provision to empowering educators through targeted, ongoing professional development and supportive policy frameworks

Constructivist teaching methods · Curriculum · Educational technology · Empirical research · Professional development · Recall · Social constructivism · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Teaching and Learning Programming