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Students' use of personal mobile devices (PMDs), including smartphones, tablets, and laptops, in mathematics classrooms globally has become feasible due to the implementation of the bring your own device (BYOD) initiatives and policies in schools. Students' academic use of PMDs in mathematics learning has been associated with increased motivation, enjoyment, and enhanced performance. While debates continue worldwide on the bans of PMDs in schools, it is noteworthy that students in Namibian basic education are not permitted to use PMDs in schools. This study employed a comparative nonexperimental quantitative research design to assess the perceived usefulness (PU) and behavioural intention (BI) to use PMDs in mathematics classrooms among 500 Namibian students and 209 teachers. The study employed a volunteer purposeful sampling method to select participating students and teachers from government schools in the Omusati and Khomas regions. Student selection was based on self-selection from full-class mathematics groups. Similarly, the study utilised volunteer purposeful sampling to recruit grades 4--12 mathematics teachers. Utilising structural equation modelling, the findings revealed that students expressed more positive ratings for PMD usefulness and intention than did teachers. Furthermore, PU significantly predicted students' BI to learn mathematics with PMDs in school. Multigroup confirmatory factor analysis supported configural, metric, and scalar invariance in PU and BI factor structures across both participant groups. However, when students' latent means of PU and BI are set to 0, the teachers' latent mean parameter estimates are negative, suggesting potential disparities. Teachers should recognise and leverage students' positive perceptions of PMDs to enhance motivation and engagement in mathematics learning. Simultaneously, ensuring consistent assessment across participant groups is essential, while addressing teachers' PMDs reservations through professional development and support remains crucial. [ABSTRACT FROM AUTHOR]

Bring your own device (BYOD) policy implementation in schools worldwide has allowed students to learn subjects, including mathematics, using personal mobile devices (PMDs). PMD use has enhanced students' mathematics enjoyment by bridging the gap between theoretical mathematics concepts and their practical applications, which makes mathematics more meaningful and leads to improved results. Nonetheless, students in Namibian basic education are not authorised to learn with PMDs in school. While students' PMD use in school remains a topic of debate, there remains a need to investigate its impact on students' mathematics learning and teachers' perceptions of BYOD in mathematics classrooms. This study evaluated the perceptions and intentions of 209 Namibian mathematics teachers from the Omusati and Khomas regions regarding students' mathematics learning using PMDs in schools. Data were collected through an online survey. A structural equation model revealed teachers' positive intentions towards students' use of PMDs through BYOD in learning mathematics in school. Perceived usefulness (PU), perceived ease of use (PEoU), and price value (PV) factors directly affected the teachers' behavioural intentions (BI) towards students learning mathematics through BYOD. PEoU significantly affected teachers' PU, and PV significantly affected teachers' PEoU and PU. PU significantly mediated the relationship between PEoU and teachers' intentions. PV significantly indirectly affected teachers' intentions through PU. PEoU non-significantly mediated the PV and intention relationship. Practical implications are discussed, and recommendations are offered for the Namibian Ministry of Education, Arts and Culture and teacher training institutions. [ABSTRACT FROM AUTHOR]