Browsing by Author "Zulu, Mzwandile Wiseman."

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An exploration of preservice teachers’ use of educational technologies as visualization tools when teaching mathematics.
(2022) Zulu, Mzwandile Wiseman.; Mudaly, Vimolan.
This interpretive qualitative study explores the use of educational technologies by preservice teachers as visualization tools during mathematics teaching at secondary schools. Sfard’s commognitive framework and Koehler and Mishra’s technological pedagogical content knowledge theoretical frameworks undergird the study. Data were collected from ten preservice mathematics teachers at a university in the province of KwaZulu-Natal, South Africa. Performance tests, semi-structured interviews, focus group discussions, and observations were employed to collect data, which was analyzed using reflexive thematic analysis. The study found that preservice teachers employed two primary visualization strategies when they engaged in mathematical problem-solving: symbolic mental visualization, which they combined with their understanding of word usage, endorsed narratives and routines to arrive at a solution; and graphic visual mediators, such as diagrams, which they sketched to contextualize the problem statement and verify they solutions and use of mathematical word usage, routines, and endorsed narratives. Participants were found to be unable to solve a mathematics problem if they had not visualized it effectively; using a graphic visual mediator to understand the problem statement did not, however, guarantee success when solving a problem. A relationship was found between the visualization techniques that the participants used in their own attempts to solve mathematical problems and the visualization techniques they used in their lesson planning and teaching of mathematics in the same content area. Participants used innovative strategies to mediate learning, including educational technologies that facilitated visual mediators to enhance learners’ engagement with concepts. Synergies were found between the elements of the commognition and TPACK frameworks as these were used in tandem to analyze data. A model was developed (C+TPACK) that integrates the key elements of these frameworks. Further research is recommended to establish the viability, credibility and generalizability of the model.
An exploration of the integration of technology by mathematics teachers: the case of 10 schools in KwaZulu-Natal under Umlazi District.
(2020) Zulu, Mzwandile Wiseman.; Mudaly, Vimolan.
This interpretive qualitative study sought to explore the integration of technology by mathematics teachers in Umlazi district of KwaZulu-Natal province. A purposive non-probability sample of ten teachers from ten different schools in Umlazi district participated in the study. Data was collected from the participants using a questionnaire, interview, classroom observation schedule and document analysis, while the thematic analysis method was employed to analyse the data. The findings of the study revealed that the South African Department of Basic Education advocates for the integration of technological tools for all teaching and learning processes in basic education. However, the study showed that teachers underutilise the technological resources they have at their disposal and that they mainly rely on the teaching of mathematics using traditional methods of teaching. The findings established possible factors contributing to the under utilisation of technology by mathematics teachers in Umlazi district. These factors include: (1) lack of training to confidently integrate technology; (2) lack of technology pedagogical content knowledge; (3) limited access to technological tools; (4) crime (break-ins); (5) overcrowded classrooms; (6) lack of technical support for software updates; (7) electric power failure during the teaching and learning hours; and (8) lack of exposure to government policies advocating for technology integration in teaching. Lastly, the study found that though teachers are not actively utilising the technological tools in the teaching of mathematics, they however demonstrated a positive attitude towards its use. The results further showed that if the factors above are well addressed, the mathematics teachers in Umlazi district would be utilising their tools effectively in their teaching practices.