Browsing by Author "Rodrigues Losada, Ricardo Jacinto"

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    High school mathematics teachers’ learning experiences, during a professional development intervention to improve their understanding of linear and quadratic functions using GeoGebra
    (Stellenbosch : Stellenbosch University, 2021-03) Rodrigues Losada, Ricardo Jacinto; Gierdien, M. Faaiz; Stellenbosch University. Faculty of Education. Curriculum Studies.
    ENGLISH SUMMARY : Mathematics is a compulsory subject at all levels of pre-tertiary Namibian education and mathematical functions are key concepts of the mathematics curriculum. Personal experience has shown that teaching and understanding functions is a challenge in the Namibian high school curriculum. There are several difficulties in learning algebra due to misconceptions and errors such as misunderstanding the meaning of numerical and literal symbols, the shift from numerical data or language representation to variables or parameters with functional rules or patterns, and their cognition. Hence, there is a need to integrate the use of information and communication technologies (ICTs) in order to improve the understanding and teaching of mathematical functions. However, successful integration depends on providing teachers with learning opportunities in using ICTs. The focus of this research was to investigate a selected number of high school mathematics teachers‟ learning experiences during a professional development intervention aimed at improving the understanding of functions using GeoGebra. This study provides answers to the following questions: (1) What are high school mathematics teachers‟ learning experiences, during a professional development intervention to improve their understanding of linear and quadratic functions using GeoGebra? (2) What does research have to say about the potential of GeoGebra in aiding the understanding functions? The study was conducted in the Ohangwena region in Namibia and grounded on the interpretive paradigm. The sample population consisted of ten high school mathematics teachers. Sampling of the participants was guided by convenience sampling procedures. Five workshops of 2-3 hours were organised with the selected teachers. During these workshops, guidance and time were given to the teachers to explore different activities related to multiple representations of mathematical functions. The teachers were interviewed while they interacted with a set of GeoGebra activities. A group discussion was held to explore and develop an understanding of the concept of functions, the nature of GeoGebra and its possible pedagogical affordances. Multiple methods were used to collect data, namely semi-structured interviews; focus group interviews; audiotaped discussions; observations; and field notes. Based on a qualitative analysis of the data generated, the findings indicated that teachers benefited significantly from the use of GeoGebra as mathematical digital software in various ways, ranging from personal mathematics exploration, attitudes toward mathematics and mathematics teaching of functions to pedagogical reflections, including the nature of mathematics and teachers interactions. These changes are well aligned with the emphases of the ongoing mathematics education reforms in Namibia, including the integration of technology into education. The research findings also revealed that in its design GeoGebra affords fast and consistent feedback and that teachers need more opportunities where they learn to experience relations between the pragmatic and epistemic dimensions of GeoGebra use, when it comes to linear and quadratic functions, for example.