Teaching Mathematics Meaningfully With Technology: A Tentative Professional Development Framework


Professional development initiatives for teachers regarding technology use are often based on frameworks that lack cultural responsiveness. This is a common practice in many developing countries. Consequently, teachers use technological knowledge for personal genesis. This paper introduces a tentative culturally responsive professional development framework with holistic goals for progression, interpreted from the Vygotskian perspective of knowledge progression to scientific knowledge. The tentative framework was designed through (a) a critical analysis of existing technological integration frameworks for integrating technology and (b) collaboration with secondary school mathematics teachers on the idea of meaningful technological mathematics teaching. The analysis yielded a tentative progression tetrahedron professional development framework for teaching Mathematics meaningfully in secondary schools. The study also concludes that knowledge developed through learning progresses from a person’s spontaneous knowledge base to scientific knowledge. The framework aims to influence the perspectives of professional developers and mathematics educators concerning knowledge development, from the spontaneous knowledge level to the scientific knowledge level to facilitate the meaningful teaching of mathematics with technology.

Author Information
Leena Ngonyofi Kanandjebo, University of Namibia, Namibia
Erna Lampen, Stellenbosch University, South Africa

Paper Information
Conference: ACEID2024
Stream: Professional Training

This paper is part of the ACEID2024 Conference Proceedings (View)
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To cite this article:
Kanandjebo L., & Lampen E. (2024) Teaching Mathematics Meaningfully With Technology: A Tentative Professional Development Framework ISSN: 2189-101X – The Asian Conference on Education & International Development 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2024.36
To link to this article: https://doi.org/10.22492/issn.2189-101X.2024.36

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Posted by James Alexander Gordon