Investigating the impact of interactive simulations: A case of PhET simulators to teach algebraic functions in quintile three schools

Abstract

This study presents a qualitative case study investigating the potential of PhET simulations to improve the teaching and learning of algebraic functions in Grade Nine classrooms in South African township schools, particularly those categorized as quintile 3. The study implements a constructivist approach, acknowledging the subjective experiences of five participating mathematics educators. The research reveals varied perspectives among educators regarding the integration of PhET into the curriculum. Some educators recognize the value of PhET's visually engaging features in enhancing student understanding of abstract mathematical concepts. However, others express concerns about limited exposure to PhET and the challenges of integrating the tool in resource-constrained environments. Challenges identified include limited access to technology, overcrowded classrooms, and unreliable internet connections, which hinder teachers' ability to employ innovative teaching methods and promote conceptual understanding in mathematics. Additionally, broader socio- economic factors such as poverty, language barriers, and lack of parental support impact student learning. Despite these challenges, educators indicate enthusiasm for existing digital tools like GeoGebra and Google Classroom, highlighting the potential of technology to facilitate visualization and collaboration in learning environments. The study emphasizes the importance of ongoing professional development opportunities for teachers in utilizing educational technologies effectively. The study highlights the potential benefits of PhET simulations in enhancing learner understanding and problem-solving skills in algebraic functions. However, successful implementation requires addressing teacher training needs, infrastructure limitations, and the broader socio-economic context.