Using Enaction to Evolve from Pre-COVID to Post-COVID Pedagogy: A Case Study with South African Mathematics Teachers

Autor/inn/en	Callaghan, Ronel; Joubert, Jody; Engelbrecht, Johann
Titel	Using Enaction to Evolve from Pre-COVID to Post-COVID Pedagogy: A Case Study with South African Mathematics Teachers
Quelle	In: ZDM: Mathematics Education, 55 (2023) 1, S.193-206 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joubert, Jody)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01416-9
Schlagwörter	Foreign Countries; Mathematics Teachers; COVID-19; Pandemics; Teaching Methods; Mathematics Instruction; Mathematics Education; Blended Learning; Educational Technology; Technology Uses in Education; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The COVID-19 pandemic and subsequent national lockdown in South Africa induced a rapid, albeit challenging, implementation of blended learning (with a strong online focus) at all educational levels. During this time, a group of teachers were involved in a specialised computer integrated education course, preparing them for the design and implementation of technologically enhanced modes of teaching. In this research we considered the positive impact of the situation during the pandemic on these mathematics teachers' practice, as well as their conceptualisation of the way forward for technology enhanced mathematics education. We conducted an explorative survey study, employing an enactivist approach, to investigate their experiences of addressing procedural and conceptual aspects of mathematics education, as well as their observations of learners' reactions to these changed practices. Our findings show that participants experienced their exposure to technology as creating an environment they foresee will have a lasting impact on their teaching practice. Participants emphasised the importance of using educational technology meaningfully as a cognitive tool that allows for learners to learn with the technology and not from the technology, which impacts on the importance of learner-centred teaching strategies and the development of high cognitive level interactive learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01