A professional development framework for teaching mathematics meaningfully with technology in Namibian secondary schools: A design-based research study

Simple item page
dc.contributor.advisorLampen, C. E.en_ZA
dc.contributor.authorKanandjebo, Leena Ngonyofien_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2022-11-07T10:51:42Z
dc.date.accessioned2023-01-16T12:42:11Z
dc.date.available2022-11-07T10:51:42Z
dc.date.available2023-01-16T12:42:11Z
dc.date.issued2022-12
dc.descriptionThesis (PhD)--Stellenbosch University, 2022.en_ZA
dc.description.abstractENGLISH ABSTRACT: The aim of this Design-Based Research (DBR) was to design a professional development framework for teaching Mathematics meaningfully with technology in Namibian secondary schools. The definition of the concept of meaning was modelled on Vygotsky's (1978) description of meaningful learning as that which arouses an intrinsic need and is incorporated into tasks that are relevant and necessary for life. As such, Kilpatrick, Swafford, and Findell's (2001) five strands of mathematical proficiency informed the interpretation of goals for teaching Mathematics meaningfully with technology. The study was situated within the pragmatic paradigm, with the goal to build artefacts to produce change. Three design stages were conducted. Stage one involved a literature survey related to technology and Mathematics education, learning theories including adult professional learning, a comprehensive framework of Mathematics teaching goals, and frameworks related to professional development for teaching Mathematics with technology. The findings revealed that Technological Pedagogical and Content Knowledge (TPACK) based frameworks have no actionable guidelines for professional development and neglect the ethical dimension of professional development to teach Mathematics with technology in a developing country like Namibia. The second design stage had two phases: one, the analysis of affordances and constraints of the Namibian secondary school Mathematics curriculum in terms of teaching Mathematics meaningfully with technology; and two, had five iterative data collection cycles with technologically adept Mathematics teachers. The findings revealed that only conceptual understanding and procedural fluency are described explicitly in the Namibian curriculum. The curriculum does not provide adequate goals for the strands of strategic competence and adaptive reasoning. The objective of the development of a productive disposition is relegated to learners’ attitudes to Mathematics and does not feature explicitly in the guidelines for teaching. In terms of teaching with technology, the calculator is the only technological tool explicitly mentioned and meant for efficiency and accuracy in mathematical calculations. Further, the Namibian curriculum aligns. Mathematics teachers at the substitution level and the tasks level in terms of technology integration. In addition, the findings of Stage 2, phase 2 were that: participating teachers view technology as a tool to improve the speed and accuracy of mathematical calculations. Yet, they view teaching Mathematics meaningfully with technology as promoting strategic competence, conceptual understanding, and productive disposition. The participating teachers reported very limited access to professional development that integrates the use of technology and subject knowledge. The findings of Design Stage 3 filled a gap in the literature on the professional development of teachers to teach Mathematics with technology, by designing a culturally responsive professional development framework with holistic and actionable design principles for goals and progression. Due to COVID-19 constraints on the study the principles and framework that are the designed products of the research, have tentative status and must be strengthened by empirical application in future research. The study recommends that the professional development of Mathematics teachers to teach Mathematics with technology should be grounded in Mathematics content didactics and should be based on the notion of meaningful learning and teaching of Mathematics which develop and change as professional developers and teachers work together to better understand the possibilities and constraints of cognitive technologies.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van hierdie ontwerpgebaseerde navorsing (OGN) was om ‘n professionele ontwikkelingsraamwerk daar te stel om Wiskunde betekenisvol te onderrig met tegnologie in Namibiese sekondere skole. Die definisie van die begrip ‘betekenisvol’ is gemodelleer op Vygotsky (1978) se beskrywing van betekenisvolle leer as dit wat ‘n intrinsieke behoefte wek en geinkorporeer word in take wat relevant en noodsaaklik is in die lewe. Kilpatrick, Swafford and Findell (2001) se vervlegting van vyf stringe van wiskundige vaardigheid vorm die basis vir die interpretasie van die doelwitte wat gestel word om Wiskunde betekenisvol te onderrig met tegnologie. Die studie vind plaas in ‘n pragmatiese paradigma, waar die doelwit is om artefakte te bou wat verandering teweeg sal bring. Drie ontwerpstadia is onderneem. Stadium een het ‘n literatuurondersoek behels oor tegnologie en Wiskunde-onderrig, leerteoriee (insluitend volwasse professionele leer), ‘n omvattende raamwerk van Wiskunde onderrigdoelwitte, en raamwerke met betrekking tot professionele ontwikkeling vir die onderrig van Wiskunde met behulp van tegnologie. Die bevindinge het getoon dat ‘Technological Pedagogical and Content Knowledge’ (TPACK) gefundeerde raamwerke geen uitvoerbare riglyne bied vir professionele ontwikkeling nie, en die etiese dimensie van professionele ontwikkeling om Wiskunde te onderrig met tegnologie, afskeep in ‘n ontwikkelende land soos Namibie. Die tweede ontwerp-stadium het twee fases. Fase een behels die ontleding van voordele en beperkinge van die Namibiese sekondere skool Wiskunde-kurrikulum met betrekking tot die betekenisvolle onderrig van Wiskunde met tegnologie. Fase twee behels vyf iteratiewe data-insamelingsiklusse met Wiskunde-onderwysers wat vaardig is met tegnologie. Die bevindinge het uitgelig dat slegs konseptuele begrip en prosedurele vaardigheid uitdruklik beskryf word in die Namibiese kurrikulum. Die kurrikulum voorsien nie voldoende doelwitte vir die komponente strategiese vaardigheid en aanpasbare beredenering nie. Die doelwit om ‘n produktiewe ingesteldheid te ontwikkel, word gerelegeer na leerders se houdings jeens Wiskunde en word nie pertinent gemeld in die onderrigriglyne nie. Met betrekking tot die gebruik van in onderrig, is die sakrekenaar die enigste tegnologie-instrument wat uitdruklik genoem word, en wel vir die effektiwiteit en akkuraatheid in wiskundige berekeninge. Wat onderwysers se gebruik van tegnologie in die wiskundeklas betref, beperk die Namibiese kurrikulum die gebruik tot vervanging van papiergebaseerde teks met die gee van take. Daarbenewens is die bevindinge van Stadium 2, fase 2: deelnemende onderwysers beskou tegnologie slegs as ‘n instrument om die spoed en akkuraatheid van wiskundige berekeninge te verbeter. Nogtans beskou hul die betekenisvolle onderrig van Wiskunde met tegnologie as die bevordering van strategiese vaardigheid, konseptuele begrip, en produktiewe ingesteldheid. Die deelnemende onderwysers het aangedui dat hulle baie beperkte toegang het tot professionele ontwikkeling wat die gebruik van tegnologie integreer met vakkennis. Die bevindinge van Ontwerpstadium 3 het ‘n leemte gevul in die literatuur oor die professionele ontwikkeling van onderwysers om Wiskunde te onderrig met tegnologie, deur ‘n kultureel-sensitiewe professionele ontwikkelingsraamwerk te ontwerp met holistiese en uitvoerbare ontwerpbeginsels vir doelwitte en progressie. As gevolg van COVID-19 beperkinge op die studie, is die beginsels en raamwerk, wat die ontwerpprodukte is van die navorsing, tentatief en moet dit versterk word deur empiriese toepassing in verdere navorsing. Die aanbeveling van die studie is dat die professionele ontwikkeling van Wiskunde-onderwysers, om wiskunde met behulp van tegnologie te onderrig, gegrond moet wees in ʼn benadering tot Wiskunde inhoudsdidaktiek. Dit moet gegrond wees op die begrip van betekenisvolle leer en onderrig van Wiskunde, wat dinamies groei en ontwikkel soos wat professionele opleiers en onderwysers die moontlikhede en beperkinge van kognitiewe onderrigtegnologie saam beter leer verstaan.af_ZA
dc.description.versionDoctoralen_ZA
dc.format.extentxv, 293 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/125939
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectTeaching mathematics -- Secondary schools -- Namibiaen_ZA
dc.subjectMathematics -- Study and teaching (Secondary) -- Namibiaen_ZA
dc.subjectEducational technologyen_ZA
dc.subjectCalculatorsen_ZA
dc.subjectCareer developmenten_ZA
dc.subjectUCTD
dc.titleA professional development framework for teaching mathematics meaningfully with technology in Namibian secondary schools: A design-based research studyen_ZA
dc.typeThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
kanandjebo_professional_2022.pdf
Size:
4.96 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Doctoral Degrees (Curriculum Studies)