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A cross-country comparison of mathematics teachers' beliefs about technology pedagogy and content knowledge
Thesis (PhD)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613547716935680 |
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| access_status_str | Open Access |
| author2 | Van Ryneveld, Linda |
| author_browse | Van Ryneveld, Linda |
| author_facet | Van Ryneveld, Linda |
| collection | Thesis |
| dc_rights_str_mv | © 2019 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 | Thesis (PhD)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/69937 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:53.400Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| 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:2263/69937 A cross-country comparison of mathematics teachers' beliefs about technology pedagogy and content knowledge Van Ryneveld, Linda u25354371@tuks.co.za Graham, Marien Alet Mothobi, Neo Jack UCTD TPACK framework Diffusion of Innovation theory Teachers beliefs Congruent coefficient Orthogonal rotation and CATPCA. Education theses SDG-04 Education theses SDG-09 Thesis (PhD)--University of Pretoria, 2018. The purpose of this study was to determine how South African learners compare with their selected international counterparts according to their teachers_ views (Saudi Arabia, Sweden, Norway, Thailand, United Arab Emirates and Singapore). The analysis was based on the three predictor variables namely computer activities, teaching strategies as well as teaching specific mathematics content. These three predictor variables were extracted from the TIMSS 2011 teachers_ datasets and linked to the learners_ data. Furthermore, these predictor variables were analysed in a multicultural comparison. It should be taken into cognisance that the selection of the items, from the teacher questionnaire, were informed by the TPACK theoretical framework. The learners_ data was examined using factor analysis and orthogonal factor rotation. The Tucker congruent coefficient was used to determine the similarity between learners in South Africa and each of their selected international counterparts according to their teachers_ viewpoints. In this study, similarity does not imply being totally identical, but rather demonstrates which teachers responses between South Africa and each of the countries compared with might have the same structure after the statistical analysis. The results from the analysis revealed that regardless of the socio-economic status between South Africa and each of the countries compared with, it could be claimed that some similarities can be fostered. The differences in teachers_ beliefs between South Africa and all the countries analysed provided vital information about the scope of possible classroom practice and teachers_ inclination to different teaching approaches. These results are based on the teachers_ beliefs revealed in which ways various teaching and learning strategies are conceptualised in different countries. bs2026 Science, Mathematics and Technology Education PhD Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure 2019-06-02T11:39:31Z 2019-06-02T11:39:31Z 2019/04/18 2018 Thesis Mothobi, NJ 2018, A cross-country comparison of mathematics teachers' beliefs about technology pedagogy and content knowledge, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/69937> A2019 http://hdl.handle.net/2263/69937 en © 2019 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 TPACK framework Diffusion of Innovation theory Teachers beliefs Congruent coefficient Orthogonal rotation and CATPCA. Education theses SDG-04 Education theses SDG-09 A cross-country comparison of mathematics teachers' beliefs about technology pedagogy and content knowledge |
| title | A cross-country comparison of mathematics teachers' beliefs about technology pedagogy and content knowledge |
| title_full | A cross-country comparison of mathematics teachers' beliefs about technology pedagogy and content knowledge |
| title_fullStr | A cross-country comparison of mathematics teachers' beliefs about technology pedagogy and content knowledge |
| title_full_unstemmed | A cross-country comparison of mathematics teachers' beliefs about technology pedagogy and content knowledge |
| title_short | A cross-country comparison of mathematics teachers' beliefs about technology pedagogy and content knowledge |
| title_sort | cross country comparison of mathematics teachers beliefs about technology pedagogy and content knowledge |
| topic | UCTD TPACK framework Diffusion of Innovation theory Teachers beliefs Congruent coefficient Orthogonal rotation and CATPCA. Education theses SDG-04 Education theses SDG-09 |
| url | http://hdl.handle.net/2263/69937 |