Digital Tool Integration in Primary School Mathematics Education: Evidence from a Rural Zimbabwean Primary School

Abstract

This study examined the integration of digital tools in the teaching and learning of Mathematics in a selected primary school in Mangwe District, Matabeleland South Province, Zimbabwe. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a qualitative approach with a participatory action case study design within an interpretivist paradigm. Thirteen participants — comprising four Mathematics teachers, eight learners, and one school head — were purposively selected. Data were gathered through semi-structured interviews, focus group discussions, and classroom observations, and analysed using thematic analysis. Findings revealed that digital tool integration remains limited and inconsistent, constrained by inadequate infrastructure, unreliable electricity supply, limited access to digital devices, and insufficient subject-specific professional development. Teachers' attitudes and competencies emerged as significant mediators, while learners reported improved engagement and conceptual understanding when digital tools were used effectively. The study concludes that sustainable integration requires a holistic, TPACK-informed approach that simultaneously addresses infrastructure, teacher capacity, and institutional support. Practical recommendations are offered for policy-makers, school leaders, and teacher educators operating in similar resource-constrained contexts.