Abstract:

In this paper we report how ICT was used to enhance Grade 11 students’ learning of the hyperbolic functions. The study was conducted with 57 students in a secondary school located in a rural area in North West province, South Africa. The study was informed by the need to find better ways of presenting hyperbolic functions to high school students. In the study, the students were introduced to using a computer graphing software to explore hyperbolic functions. The questions addressed here are: Can ICT enhance Grade 11 students’ learning of hyperbolic functions? Also, how can ICT enhance Grade 11 students’ learning of hyperbolic functions? Data was collected using lesson observation, interview and review of students’ scripts. The data was analysed using a descriptive narrative. The study found that the use of the computer graphing software enhanced Grade 11 students’ learning of the hyperbolic functions. Also, it was observed that students were more motivate to explore mathematical concepts. Furthermore, the use of the ICT stimulated mathematical discourse among the students. The findings suggest that integrating ICT into the teaching and learning of hyperbolic functions will likely enhance students’ learning and also improve their attitude towards mathematics.

Keywords:

Activity theory, ICT, mathematics, hyperbolic functions.