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nowledge; to enhance administrative work; as 'learning content in relationship to students' information literacy' (Myungnghee Kang et al., 2011). Considering only the use of ICT by the secondary Mathematics educators, they are expected to make the use of this innovative teaching tool in their daily teaching practice. The educators are thus viewed as facilitators to the students rather than making the students dependent on them for their studies.

On the other hand, from the in-depth analysis of the survey, it is deduced that most of the secondary Mathematics educators of Mauritius used ICT for personal use rather than a teaching tool at the level of the schools. They are mainly engaged in surfing the internet or on e-mail and chatting exercises; they are thus tagged mostly as entertainers rather than facilitators by the students. Nevertheless, it also depends on the willingness of the educators to make use of ICT in his or her teaching and learning practice. For this reason, many studies on technology acceptance have been conducted over the years and it appeared that these studies had focused on the identification of factors that influenced technology acceptance among educators and students.

One of the main factors that can be seen to influence these educators can be the lack of training provided to them for the proper integration of ICT in their teaching practice. It is noted from the survey that 80% of the respondents have never made use of any Mathematics-specific software in their teaching practice since they have never been trained for the use of these software like Graphmatica or Maths Blaster. Nevertheless, some educators have made use of other software like the Scientific Notebook but they keep away from making further use of these software since the secondary Mathematics curriculum is also not properly designed for the use of ICT in the process of teaching as seen by 62.2% of the respondents.

As discussed in the Literature Review chapter on the benefits of using ICT in teaching of the subject Mathematics whereby both the opportunity to teach Mathematics better and to teach better Mathematics should be considered in school technology plans and teacher professional development. Thus, having a proper reviewed curriculum for the secondary level for the Mathematics subject will enhance the integration of ICT in the teaching of the subject.

Furthermore, besides the improvement in the curriculum, the educators are constantly seen to be motivating the students to make heavy use of ICT in their learning of Mathematics. 138 of the respondents have agreed to be giving a helping hand in the integration of ICT in the teaching and learning process but nevertheless, it all depends on the willingness of the students as well to accept this change. As depicted from the survey, there exists a relationship between the encouragement done by the educators and the willingness of the students but it is tested to be quite a weak relation which can be influenced by other factors. Thus, it is noted that very few of the students are willing to use ICT in their learning process of the subject Mathematics. Although the various advantages discussed in the Literature Review chapter by Papert (1997), very few of the 21st century students are quite keen to look for answers to their mathematical questions on the internet in Mauritius.

5.3 观念——PERCEPTIONS
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