Abstract
M.Ed. (Mathematics Education)
This study explored the development of design principles to advance the technological pedagogical content knowledge (TPACK) of senior phase mathematics teachers. By equipping teachers to use information and communication technology (ICT) effectively when teaching mathematics, South African schools can keep abreast of international educational trends in ICTs. In addition, learners can be prepared to participate as global citizens in the 21st century.
A sequential mixed-methods design, following a design-based research approach, was chosen to study the identification and refinement of the proposed design principles. A pragmatic paradigm was adopted to generate design principles that would address a real-life problem by developing a practical solution. The study followed three distinct phases of data collection. In Phase 1, the sample constituted 93 senior phase mathematics teachers, selected using convenience sampling from 41 private schools and Quintile 5 public schools. The sample was drawn from five districts of Gauteng. Quantitative data were collected during Phase 1 to identify participants’ existing levels of TPACK knowledge, according to the seven knowledge domains included in the TPACK framework. An adapted TPACK questionnaire was used to collect biographic information and TPACK-related data from participants. Qualitative data, including responses to three open-ended questions, were also collected from the participants.
Phase 2 focused on a sub-group of ten teachers. Qualitative data were collected through semi-structured individual interviews. This phase was intended to corroborate the quantitative results from Phase 1 and to facilitate the identification of mathematics teachers’ TPACK requirements.
In Phase 3, quantitative data from Phase 1 and qualitative data from Phase 2 were analysed. The aim was to develop preliminary design principles to advance mathematics teachers’ TPACK. Data analysis methods included statistical analysis of the quantitative data and coding of the qualitative data. Qualitative and quantitative findings were considered during a strengths, weaknesses, opportunities and threats (SWOT) analysis. The preliminary principles were implemented and further assessed...