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The nature of the relationship between mathematics teachers' pedagogical beliefs and their use of educational technology
Dissertation (MEd)--University of Pretoria, 2015.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2015
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| _version_ | 1867613455645671424 |
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| access_status_str | Open Access |
| author2 | Mwambakana, Jeanine |
| author_browse | Mwambakana, Jeanine |
| author_facet | Mwambakana, Jeanine |
| collection | Thesis |
| dc_rights_str_mv | © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/50710 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:25.392Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/50710 The nature of the relationship between mathematics teachers' pedagogical beliefs and their use of educational technology Mwambakana, Jeanine jaunmari@gmail.com Stols, Gerrit H. Moraal, Jaun-Mari UCTD Pedagogical Beliefs Educational Teaching centred beliefs Supportive technology us Mathematics Technology integrastion Education theses SDG-04 Education theses SDG-09 Dissertation (MEd)--University of Pretoria, 2015. This qualitative study investigated the nature of the relationship between Mathematics teachers’ pedagogical beliefs and their use of educational technology in the classroom. Seven teachers from a school in Gauteng, where educational technology and training is readily available, were interviewed and observed. This study used Samuelowicz and Bain’s (2001) framework to describe the dimensions and categories that encapsulate teachers’ beliefs about teaching and learning. This framework set out four types of belief orientations ranging from teaching-centred beliefs to learning-centred beliefs. The interview questions, based on this framework, were used to establish the nature of teachers’ pedagogical beliefs. To determine the teachers’ use of educational technology, interviews as well as classroom observations were utilised, based on aspects of technology integration in the classroom as outlined by Van Braak, Tondeur and Valcke (2004). They classified teachers as either supportive technology users or class users. Supportive teachers use educational technology for administration and preparation purposes whereas teachers that use educational technology for class use purposes use the technology interactively in their lessons to promote the learning of Mathematics. In conclusion, it was found that teachers with teaching-centred beliefs were more likely to use educational technology for supportive purposes and teachers with learning-centred beliefs were more likely to use educational technology for class use purposes. It was also found that teachers’ use of educational technology was not limited to two categories, as teachers were expected to use technology for administration purposes. tm2015 bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure 2015-11-25T09:47:23Z 2015-11-25T09:47:23Z 2015/09/01 2015 Dissertation Moraal, J 2015, The nature of the relationship between mathematics teachers' pedagogical beliefs and their use of educational technology, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/50710> S2015 http://hdl.handle.net/2263/50710 en © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Pedagogical Beliefs Educational Teaching centred beliefs Supportive technology us Mathematics Technology integrastion Education theses SDG-04 Education theses SDG-09 The nature of the relationship between mathematics teachers' pedagogical beliefs and their use of educational technology |
| title | The nature of the relationship between mathematics teachers' pedagogical beliefs and their use of educational technology |
| title_full | The nature of the relationship between mathematics teachers' pedagogical beliefs and their use of educational technology |
| title_fullStr | The nature of the relationship between mathematics teachers' pedagogical beliefs and their use of educational technology |
| title_full_unstemmed | The nature of the relationship between mathematics teachers' pedagogical beliefs and their use of educational technology |
| title_short | The nature of the relationship between mathematics teachers' pedagogical beliefs and their use of educational technology |
| title_sort | nature of the relationship between mathematics teachers pedagogical beliefs and their use of educational technology |
| topic | UCTD Pedagogical Beliefs Educational Teaching centred beliefs Supportive technology us Mathematics Technology integrastion Education theses SDG-04 Education theses SDG-09 |
| url | http://hdl.handle.net/2263/50710 |