Mathematics Teachers’ Experiences of Using Online Teaching Resources for Professional Learning in a Context of Disadvantage

Siphelele Mhlongo, Mdutshekelwa Ndlovu, Brantina Chirinda

Abstract


This interpretative phenomenological study adopted the Community of Inquiry framework to explore 30 South African teachers’ experiences of the effectiveness of Grade 9 online mathematics teaching resources. A survey questionnaire with open-ended questions and a semi-structured interview guide were used to obtain data on the teachers' experiences. Data were analysed using an inductive thematic coding approach. The findings were that the teachers positively experienced the efficacy of online teaching materials for their professional development in terms of cognitive, social, teaching and learning presences. Using WhatsApp groups to share and discuss the online materials enhanced a common identity (social presence), deep engagement with the mathematical and pedagogical content knowledge of the materials (cognitive presence), (peer) teaching and (peer) learning from one another via WhatsApp (social media) chat groups (teaching and cognitive presences) that collectively eased curriculum implementation and enhanced student learning. However, limited facilitator teaching presence and limited internet access for both teachers and learners constrained the platform's benefits. Participating teachers reported spending at least three hours per week searching for online teaching resources, sometimes fruitlessly, indicating a need for more digital literacy training. The study makes a valuable contribution to our understanding of the potential benefits of online resources for teaching complex mathematics topics such as fractions and familiarity with the obstacles that need to be overcome. The more teachers and students turn to online resources, the more the findings of this study can inform the development of such resources to improve mathematics learning outcomes for schools in contexts of disadvantage.

https://doi.org/10.26803/ijlter.23.10.2

 


Keywords


mathematics teachers’ experiences; professional learning; Mathematics teaching; online resources; fractions

Full Text:

PDF

References


Amo-Asante, K., & Bonyah, E. (2023). Building students’ conceptual understanding of operations on fractions using manipulatives: A junior high school perspective. Mediterranean Journal of Social & Behavioral Research, 7(3), 151-159. https://doi.org/10.30935/mjosbr/13381

Bazeley, P. (2013). Qualitative data analysis. Sage.

Barber, W., & King, S. (2016). Teacher-Student Perspectives of Invisible Pedagogy: New Directions in Online Problem-Based Learning Environments. The Electronic Journal of e-Learning, 4, pp. 235–243.

Behnke, E. A. (1989). Edmund Husserl’s Contribution to Phenomenology of the Body in Ideas II. Kluwer Academic Publisher.

Chauraya, M., & Brodie, K. (2017). Learning in Professional Learning Communities: Shifts in Mathematics Teachers’ Practices. African Journal of Research in Mathematics, Science and Technology Education, 21(3), 223-233. https://doi.org/10.1080/0035919X.2017.1350531

Chigona, A. (2017). Western Cape Subject Advisors’ Perception of Their Preparedness for Connected Classrooms. The Electronic Journal of e-Learning, 15(5), 444–454. Available online at www.ejel.org

Chirinda, B., Ndlovu, M., & Spangenberg, E. (2021). Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage. Education Sciences, 11(4), 177. https://doi.org/10.3390/educsci11040177

Chirinda, B., Ndlovu, M., & Spangenberg, E. (2022). Mathematics Learners’ Perceptions of Emergency Remote Teaching and Learning during the COVID-19 Lockdown in a Disadvantaged Context. International Journal of Learning, Teaching and Educational Research. 21(1), 179-194. https://doi.org/10.1007/s42087-023-00353-7

Cho, M. E., Lee, J. H., & Kim, M. J. (2023). Identifying online learning experience of architecture students for a smart education environment. Journal of Asian Architecture and Building Engineering, 22(4), 1903–1914. https://doi.org/10.1080/13467581.2022.2145216

Feldman, J. (2020). The role of professional learning communities to support teacher development: A social practice theory perspective. South African Journal of Education, 40(1), 1–6. https://doi.org/10.15700/saje.v40n1a1668

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13, (1–2), pp. 5–9. https://doi.org/10.1016/j.iheduc.2009.10.003

Garrison, D. R., & Akyol, Z. (2013). The Community of Inquiry Theoretical Framework. In Handbook of distance education (pp. 122–138). Routledge. The Community of Inquiry Theoretical Framework. In Handbook of distance education (pp. 122–138). Routledge.

Groenewald, T. (2004). A Phenomenological Research Design Illustrated. International Journal of Qualitative Methods, 3(1), 42-55. https://doi.org/10.1177/160940690400300104

Holmes, B. (2013). School Teachers' Continuous Professional Development in an Online Learning Community: Lessons from a Case Study of an eTwinning Learning Event. Journal of European Journal of Education, 48(1), 97–112. https://doi.org/10.1111/ejed.12015

Jarrah, A. M., Haneen, A., Jason D. Johnson, J. D. & Wardat, Y. (2022). Assessing the impact of digital games-based learning on students’ performance in learning fractions using (ABACUS) software application, EURASIA J Math Sci Tech Ed, 18, 1–10. https://doi.org/10.29333/ejmste/12421

Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and Conceptual Framework: A Systematic Review of Lessons from the Field. International Journal of Higher Education, 7(6). https://doi.org/10.5430/ijhe.v7n6p44

Mahlaba, S. C. (2020). The State of South African Mathematics Education: Situating the Hidden Promise of Multiple-Solution Tasks. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1921. https://doi.org/10.29333/ejmste/9279

Moyo, M., & Machaba, F.M. (2021). Grade 9 learners’ understanding of fraction concepts: Equality of fractions, numerator and denominator. Pythagoras, 42(1), a602. https://doi.org/10.4102/pythagoras.v42i1.602

Ndlovu, L., & Ndlovu, M. (2020). The effect of graphing calculator use on learners’ achievement and strategies in quadratic inequality problem solving. Pythagoras, 41(1), a552. https://doi. org/10.4102/pythagoras. v41i1.552

Ndlovu, M. C., & Mostert, I. (2018). Teacher Perceptions of Moodle and Throughput in a Blended Learning Programme for In-Service Secondary School Mathematics Teachers, Journal of Africa Education Review, 15(2), 131–151. https://doi: 10.1080/18146627.2016.1241667

Ogbonnaya, U. I., & Awuah, F. K. (2019). Quintile ranking of schools in South Africa and learners’ achievement in probability. Journal of Stars Education, 18(1), 106–11. https://doi.org/10.52041/serj.v18i1.153

Pool, J., Reitsma, G., & van den Berg, D. (2017). Revised community of inquiry framework: Examining learning presence in a blended mode of delivery. Online Learning, 21(3), 153-165. https://doi.org/10.24059/olj.v%vi%i.866

Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a community of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731. https://doi.org/10.1016/j.compedu.2010.07.017.

Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306–331. https://doi.org/10.1080/0158791010220208

Swan, K., & Shih, L.F. (2005). On the Nature and Development of Social Presence in Online Course Discussions. Journal of Asynchronous Learning Networks, 9(3), 115-136. https://doi.org/10.24059/olj.v9i3.1788

Tseng, F., & Kuo, F. (2014). A study of social participation and knowledge sharing in the teachers’ online professional community of practice. Computers & Education, 72 37-47. Retrieved from http://dx.doi.org/10.1016/j.compedu.2013.10.005

Umugiraneza, O., Bansilal, S, & North, D. (2016). Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools. Pythagoras 9(1), a342. https://doi.org/10.4102/pythagoras.v39i1.342.

Unwin, A. (2017). Community of practice or practice communities: online teacher development. International Journal for e-Learning Security, 7(1). https://doi.org/10.20533/ijels.2046.4568.2017.0067

Wu, Y. T., & Wang, L.J. (2015). The exploration of elementary school teachers’ internet self-efficacy and information commitments: A Study in Taiwan. Educational Technology & Society, 18(1), 211-222. https://doi.org/10.2307/jeductechsoci.18.1.211


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493