The technological pedagogical content knowledge of mathematics teachers teaching Grade 12 transformation
Mokone, Retselisitsoe Eszekiel
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This study reports on an investigation conducted with three Grade 12 mathematics teachers who taught transformation to learners using technological pedagogical content knowledge. The aim of the study was to explore the technological pedagogical content knowledge of mathematics teachers who teach Grade 12 transformation. A qualitative research methodology with a multiple case study research design was used to examine the technological pedagogical content knowledge of the Grade 12 mathematics teachers in the in-depth teaching and learning of transformation. A purposive sampling technique was used to select three mathematics teachers with more than five years’ experience of teaching Grade 12 transformation in mathematics and who participated in a five-year program on The New Partnership for Africa`s Development (NEPAD) e-Schools Demo Project. Lesson observations and individual semi-structured interviews were used to collect data from the three teachers in different schools. Data collected through both the observations and the individual interviews was transcribed and read thoroughly to code it. Codes were categorised, and after that themes emerged. The emergent themes from individual interviews and observations were merged and triangulated to obtain the findings. The findings of the study revealed that the selected mathematics teachers who participated in the NEPAD e-school project have a limited technological pedagogical content knowledge when teaching transformation to Grade 12 learners. The findings also revealed that the same teachers use relevant technology to address learners` challenges in the teaching of transformation, but are unable to engage the learners with the use of technology to help them to improve their knowledge on transformation. The study recommends short courses for mathematics teachers focusing on pedagogical aspects, which include the use of technology to enhance their technological pedagogical content knowledge.