Abstract
A recent development in South African classrooms has been the introduction of interactive whiteboards (IWBs). Implementing IWBs in classrooms can assist in enhancing learner engagement, increasing educational quality, and better preparing learners for the difficulties of the modern world. Considering these benefits, IWBs are valuable teaching aids for Euclidean geometry because they enable learners to better understand and engage with geometric concepts through visual representation, dynamic exploration, instant feedback, collaborative learning, and access to digital resources. However, there has been uncertainty about whether mathematics teachers effectively use these IWBs to improve the quality of teaching Euclidean geometry. Therefore, this study aimed to investigate Grade 10 mathematics teachers’ dispositions towards using IWBs when teaching Euclidean geometry. Specifically, the dispositions measured included subjective norms, self-efficacy, and attitudes (motivation, perceived value, enjoyment, and self-confidence).
The integrated model for behaviour prediction (IMBP) was adopted as an analytical lens for the study. A pragmatic paradigm using a sequential, explanatory mixed-methods strategy was used. Quantitative data were collected using a standard questionnaire from 87 Grade 10 mathematics teachers from 50 secondary schools in Gauteng West in 2021 to determine the relationship between their dispositions and using IWBs for teaching Euclidean geometry. Subsequently, qualitative data were gathered through one-on-one semi-structured interview sessions with 10 Grade 10 mathematics teachers to establish whether they had been using IWBs in teaching Euclidean geometry, to verify the reasons for doing or not doing so, and to describe the trends among their dispositions.
Descriptive and correlational statistics were employed to analyse the quantitative data using the software package SPSS 22. The qualitative data were analysed using deductive thematic analysis to confirm or reject the results from the quantitative study.
The results from the quantitative analyses indicated positive correlations between the questionnaire constructs (self-efficacy, subjective norms, and attitudes measuring motivation, self-confidence, perceived value, and enjoyment) and the use of IWBs to teach Euclidean geometry. Findings from the qualitative data analyses revealed: (1) dispositions are essential in IWB use; (2) Affordances of IWBs encourage teachers to use them to teach Euclidean geometry; and (3) Drawbacks of IWBs discourage teachers from using them to teach Euclidean geometry.
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The findings of this study offer valuable insights, such as adding knowledge on the role of attitudes in IWB adoption, using the IMBP as a proposed framework for Educational Technology (ET) adoption, and suggesting continued professional development for teachers to adopt IWBs to teach effectively. Higher education institutions should use IWBs to prepare mathematics preservice teachers for practice, thereby ensuring the effective teaching of Euclidean geometry once they enter the teaching profession. IWBs should be considered a primary educational technology resource in teaching mathematics. However, mathematics teachers need professional development and technical support to make using IWBs a reality in teaching. Keywords: Attitudes; dispositions; Euclidean geometry; interactive whiteboards; IWBs; self-efficacy; smartboards; teachers; subjective norms.