Teaching mathematics meaningfully with technology: Implications for professional development: A Namibian case

Kanandjebo, Leena Ngonyofi ; Lampen, Christine Erna (2022-09-16)

CITATION: Leena Ngonyofi Kanandjebo & Erna Lampen (2022) Teaching Mathematics Meaningfully with Technology: Design Principles for Professional Development, African Journal of Research in Mathematics, Science and Technology Education, 26:2, 142-152, doi:10.1080/18117295.2022.2106072

The original publication is available at: tandfonline.com


The practice of teaching and learning is being redefined while it is being imagined how to teach with and through technology. The process is characterised by non-linear interaction between local case-based efforts through reformed curricula, and general frameworks such as TPACK and SAMR developed through academic research. Locally, the demand on mathematics teachers to adapt their teaching to include technology is often mismatched with intended aims, rationales, and practices that they are held accountable for in curricula. Within this complex endeavour, professional development toward teaching mathematics with technology is a design process. This paper proposes that mathematics teaching with technology must be meaningful and not merely a response to societal adoption of digital tools. The concept meaningful is defined using Vygotsky’s definition of meaningful teaching as well as Kilpatrick et al’s five strands of mathematical proficiency. For the purpose of designing a professional development intervention, Activity Theory is used as the lens to compare goals, rules, and division of labour of current Namibian secondary school mathematics teaching in relation to an envisaged new activity system for teaching mathematics meaningfully with technology, that is, beyond task level and representation use. The article ends with design principles for professional development of secondary school mathematics teachers to teach mathematics meaningfully with technology.

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