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陈述（h）在数学教学和学习中应用信息与通信技术可以改善学生的表现——Statement (h) - Performance of pupils can be improved through the use of ICT in the teaching and learning of Mathematics.

As discussed in the Literature Review, research studies have brought forward the fact that the use of ICT as well as other teaching strategies have enabled students to move to higher-order thinking (Jonassen & Carr, 2000; Kearney & Treagust, 2001; Oliver & Hannafin, 2000). Thus, students develop constructive thinking skills. As a result the students are learning in order to prepare themselves for the future information age (Salomon, 1993). According to Kozma (2005), ICT can be used to enhance student understanding, thus increasing the quality of education. This statement has been agreed by 55.6% of the respondents as well whereby they do believe that the performance of the students can be improved through the use of ICT in the teaching and learning of Mathematics.

On the other hand, after analysing the data of this statement in accordance of the curriculum of Mathematics, it is to be noted that these respondents have also agreed to the fact that the curriculum of Mathematics for the secondary level is not properly designed for the integration of ICT in the process of teaching the subject. This demands a close follow-up along with the topic on curriculum design discussed previously.

在课堂上使用和接受信息和通信技术的程度——Extent to which ICT is being used and accepted in the classroom.

Over the past few years, several large-scale international studies have documented the successful integration of ICT in schools (Lim & Hang, 2003, adapted from Mann, Shakeshaft, Becker & Kottkamp, 1999; Sivin-Kachala, 1998; Wenglinsky, 1998). However, this does not seem to be the case for Mauritius whereby most of the respondents have stated that ICT is being used and accepted in their respective classroom to some extent or not at all. This maximum number of respondents forms part of both the category of state and private schools. It can be confirmed that the whole education system of Mauritius is not functioning at 100% with the use of ICT in the teaching and learning process of the Mathematics subject.

Although, Hepp, Hinostroza, Laval and Rehbein (2004) have been very explicitly explained that there is no universal truth for applying ICT in education and that it all depends on every country's reality, priorities and long-term budgetary prospects and commitment, it should be taken into consideration that ICT education was already identified as an important pre-requisite for the economic development of Mauritius since The Master Plan on education was prepared in 1991. As at date, ICT integration in the teaching and learning of Mathematics has not been able to achieve a 100% success as compared to other countries.
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