ICT has a special impact on mathematics since it is the basis on which it is built in the sense that mathematics is the language on which ICT is built on (Melanie, 2010). ICT aims to advance learning outcomes by using actual world problems to improve engagement and boost cognitive demand of the coaching (Jerry, 2011). The use of ICT is rampantly increasing in higher learning institutions and secondary schools but it is yet to be fully embraced in the primary schools, with the use of ICT to teach mathematics in primary school will help equip the students for the later topics to be covered in secondary school (Enrique, 2011). This is true because ICT uses real world problems and situation in teaching hence capturing the interest of the student in the situation at hand and creating increased engagement with mathematics learning this will ensure that the students build a positive attitude towards learning and particularly in mathematics as a subject (Gulbaha, 2008).
Software can be developed in a manner that they can be used in both primary school and secondary school to help introduce students in upper primary to what they expect to find in secondary schools (James, 2012). This software should be introduced with caution to help prevent the student from depending so much on them; this will enable the student to be keener on the subject of study so that they can understand the basic concept as opposed to becoming slaves to the technology (Madeline, 2010). Later in secondary school the students will be familiar with the mathematic subject since the software they used in primary school is the same one they are using in secondary school, the only difference will be that the software in secondary school will go into deeper details than the other one they were used to, hence students will shed off the attitude that mathematics is tough (Maria, 2011).