<p>Creating an Action Research-Based Framework for Blended Mathematics Teacher Development in Rural South African Schools Full name and surname: Maryke la Grange-Taylor Student number: 1999 205 360</p>

Vii This thesis describes a participatory action research study that creates a framework for a blended mathematics teacher development programme in rural South African schools. The literature highlights the importance of integrating cognitive, social, and teaching presence to enhance teacher engagement in blended learning environments. However, a gap exists between practice and theory, particularly in applying blended learning to mathematics teacher development in rural contexts. This study addresses the gap by moving from an online-dominant to a traditional face-to-face (F2F) blended approach, leveraging manipulative and structured curriculum resources to trigger teachers’ interest in Mathematics Knowledge for Teaching (MKT). In this study, this approach led to open conversations, exploration of online MKT resources, and improved engagement. The study employed a mixed-methods instrumental case study design across four action-research cycles, with 46 teachers from seven low-quintile schools participating in the PG Bison Infundo EC Schools Project. Data were collected through questionnaires, classroom observations, workshops, reflective journals, and semi- structured interviews. A combination of inductive and deductive qualitative data analysis was used, with the Community of Inquiry and Engagement Theory providing analytical frameworks for consistent indicator development. The findings showed that teachers engage more meaningfully in the programme activities while following a traditional blended, low-tech approach. I suggest that this is due to low ICT skills and consistent connectivity issues in rural areas. The significance of this research is the explicit explanation of the importance of the low-tech traditional F2F approach to blended learning, how it can be designed and implemented, and the value of Community of Inquiry Theory through facilitating mathematics teacher development programmes. Furthermore, it highlights the difficulty of the online approach to blended learning in rural South African schools. This Blended Mathematics Teacher Development framework should be valuable to programme developers and contribute to educational and teaching practice in rural, under- resourced education contexts. viii TABLE OF CONTENTS DECLARATION ......................................................................................................... ii ETHICAL CLEARANCE ........................................................................................... iii PROOF OF LANGUAGE EDITING........................................................................... iv ACKNOWLEDGEMENTS .......................................................................................... v DEDICATIONS ......................................................................................................... vi ABSTRACT ............................................................................................................. vii LIST OF ABBREVIATIONS/ACRONYMS .............................................................. xiv LIST OF TABLES .................................................................................................... xv LIST OF FIGURES.................................................................................................. xvi CHAPTER 1 : INTRODUCTION ................................................................................ 1 1.1 Background and Rationale ........................................................................... 1 1.2 Research problem ........................................................................................ 4 1.3 Research approach ...................................................................................... 4 1.4 Theoretical referents .................................................................................... 7 1.4.1 Mathematics teachers’ professional development ...................................... 8 1.4.2 Community of Inquiry Theory ..................................................................... 8 1.4.3 Engagement Theory ................................................................................. 10 1.4.4 Community of Practice ............................................................................. 13 1.5 Significance of the study ............................................................................ 14 1.6 Ethical considerations and limitations ........................................................ 14 1.7 Structural outline ........................................................................................ 15 1.8 Conclusion ................................................................................................. 15 CHAPTER 2 LITERATURE REVIEW ...................................................................... 17 2.1 Continuous Professional Teacher Development ........................................ 17 2.1.1 Definition and significance in mathematics teacher development ............ 17 ix 2.1.2 Teacher Development Programmes: Integration of ICTs ......................... 22 2.1.3 Technology: Challenges and Opportunities.............................................. 23 2.2 Blended Learning for Mathematics Teacher Development ........................ 26 2.2.1 Definition and Overview of Blended Learning .......................................... 27 2.2.2 Blended Learning in Programme Design and Delivery ............................. 27 2.2.3 Blended Block Model: Initial Blended Learning Approach ........................ 31 2.2.4 Framework for Blended Mathematics Teacher Development Programme33 2.3 Findings and Suggestions from Literature Review ..................................... 35 2.4 Conclusion ................................................................................................. 37 CHAPTER 3 : CONCEPTUAL FRAMEWORK ........................................................ 38 3.1 Community of Inquiry Theory ..................................................................... 38 3.1.1 Community of Inquiry Theoretical Framework .......................................... 39 3.1.2 Creating a Community of Inquiry for a Blended Mathematics Programme .......................................................................................................................... 40 3.1.3 Section Summary: Programme Design and Delivery ............................... 43 3.2 Cognitive Load Theory ............................................................................... 44 3.2.1 Cognitive Load Theory: A Learning Designer’s Guide ............................. 44 3.2.2 Information Processing Theory: A Facilitators Guide ............................... 47 3.2.3 Section Summary: Instructional Design for blended learning ................... 53 3.3 Self-Determination Theory ......................................................................... 54 3.3.1 Cognitive Evaluation Theory .................................................................... 55 3.3.2 Organismic Integration Theory ................................................................. 56 3.3.3 Facilitation for Autonomy .......................................................................... 58 3.4 Conclusion ................................................................................................. 59 CHAPTER 4 : RESEARCH DESIGN AND METHODOLOGY ................................. 60 4.1 Participatory action research and rationale ................................................ 61 4.2 Research paradigm .................................................................................... 61 x 4.3 Research Design ....................................................................................... 63 4.3.1 Mixed Methods Methodological Approach ............................................... 63 4.3.2 Participatory Action Research .................................................................. 64 4.4 Context of the Study .................................................................................. 67 4.4.1 Rural Environment Schools ...................................................................... 68 4.4.2 Selection of participants ........................................................................... 72 4.4.3 Events ...................................................................................................... 76 4.5 Data Collection ........................................................................................... 77 4.5.1 Data Collection Procedures...................................................................... 77 4.5.2 Documentation and other tools ................................................................ 85 4.6 Data analysis ............................................................................................. 86 4.6.1 Themes and Coding ................................................................................. 86 4.6.2 Organising the Codes .............................................................................. 90 4.6.3 Interpretation ............................................................................................ 90 4.7 Validity and reliability ................................................................................. 91 4.8 Limitations and Ethics ................................................................................ 92 4.9 Summary.................................................................................................... 94 CHAPTER 5: FINDINGS .......................................................................................... 95 5.1 INTERVENTION PROJECT ....................................................................... 95 5.2 CONTEXT OF THE ENVIRONMENT ........................................................ 97 5.2.1 The Project Schools ................................................................................. 97 5.2.2 The Mathematics Teachers .................................................................... 102 5.3 BLENDED MATHEMATICS TEACHER DEVELOPMENT PROGRAMME .... ................................................................................................................. 102 5.4 CYCLE 1: THE INITIAL DELIVERY OF THE BLENDED MATHEMATICS TEACHER DEVELOPMENT PROGRAMME ...................................................... 104 5.4.1 Stage 1: Pre-Workshop Preparation ...................................................... 104 5.4.2 Stage 2: Online Workshops .................................................................... 105