Previous research highlights that contextualizing the Mathematics pedagogy through indigenization and technology in the rural settings of South Africa is challenging. Notwithstanding that the South African Department of Basic Education (DBE) reports some progress in recognizing the importance of digitalization and culturally responsive teaching practices, these advancements remain underdeveloped and poorly implemented in rural education settings. This explanatory mixed-methods study explored the Mathematics teachers' perceptions and pedagogical insights on the indigenization of secondary school mathematics pedagogy alongside technology. Data was generated using a survey questionnaire and in-depth focus group discussions and analyzed through the dual lens of the Technological Pedagogy Content Knowledge (TPACK) and Technology Acceptance theory (TAM) frameworks. Structural equation modeling (SEM) analyzed quantitative data obtained from 95 Mathematics teachers, while the qualitative data from the 09 purposively sampled participants was analyzed thematically. The demographic analysis for the study participants revealed that teachers (younger) exposed to digital tools during teacher training are more likely to view and adopt innovative technology integration at ease. Furthermore, the results depict that teachers have positive perceptions and adequate understanding of the indigenization of Mathematics pedagogy. However, overcrowding and insufficient Mathematics content-specific professional development tailored toward implementing innovative, culturally responsive Pedagogies remain significant barriers in rural educational settings. This study extends the dual TPACK and TAM framework to ethno-STEM, offering insights into IKS and technology adoption in secondary school Mathematics pedagogy. It informs professional development, guiding targeted interventions to enhance teachers' technological and pedagogical skills for the effective integration of IKS and technology.

Authors:
Makhosi Princess Madimabe-Mofokeng, Nelson Mandela University, South Africa
Heloise Sathorar, Nelson Mandela University, South Africa
Walters Doh Nubia, Nelson Mandela University, South Africa

About the Presenter(s)
Makhosi Madimabe-Mofokeng, Lecturer and PhD student at Nelson Mandela University. Interested in the enhancement of Mathematics education, advocating for in-service teacher development, regarding the integration of IKS in rural classroom practices.

Connect on Linkedin
https://www.linkedin.com/in/makhosi-madimabe-9121132b8/

See this presentation on the full schedule – Saturday Schedule

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