Kanandjebo, L. N. (2022). A professional development framework for teaching mathematics meaningfully with technology in Namibian secondary schools: A design-based research study. [Doctoral Dissertation, Stellenbosch University]. SUNScholar Research Repository. https://scholar.sun.ac.za/handle/10019.1/125939

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.”