Original Research

Technological pedagogical content knowledge in South African mathematics classrooms: A secondary analysis of SITES 2006 data

Verona Leendertz, A. Seugnet Blignaut, Hercules D. Nieuwoudt, Christo J. Els, Suria M. Ellis
Pythagoras | Vol 34, No 2 | a232 | DOI: https://doi.org/10.4102/pythagoras.v34i2.232 | © 2013 Verona Leendertz, A. Seugnet Blignaut, Hercules D. Nieuwoudt, Christo J. Els, Suria M. Ellis | This work is licensed under CC Attribution 4.0
Submitted: 16 May 2013 | Published: 11 December 2013

About the author(s)

Verona Leendertz, School of Natural Science and Technology for Education, Faculty of Education Sciences, North-West University, Potchefstroom campus, South Africa
A. Seugnet Blignaut, School of Natural Science and Technology for Education, Faculty of Education Sciences, North-West University, Potchefstroom campus, South Africa
Hercules D. Nieuwoudt, School of Natural Science and Technology for Education, Faculty of Education Sciences, North-West University, Potchefstroom campus, South Africa
Christo J. Els, School of Human Science, Faculty of Education Sciences, North-West University, Potchefstroom campus, South Africa
Suria M. Ellis, Department of Statistical Consultation Services, North-West University, Potchefstroom campus,, South Africa

Abstract

This article reports on a secondary data analysis conducted on the South African mathematics teachers’ dataset of the Second Information Technology in Education Study (SITES 2006). The sample consisted of a stratified sample of 640 mathematics teachers from 504 randomly selected computer-using and non–computer-using schools that completed the SITES 2006 teachers’ questionnaire, which investigated their pedagogical use of Information Communication Technology (ICT). The purpose of the current investigation was to investigate the level of Technological Pedagogical Content Knowledge (TPACK) of mathematics teachers, and how TPACK attributes contribute towards more effective Grade 8 mathematics teaching in South African schools, using the TPACK conceptual framework. The findings are presented according to the three clusters identified through the association between the main variables of the TPACK model and other variables on the SITES 2006 teachers’ questionnaire: (1) impact of ICT use, (2) teacher practices and (3) barriers. A Cramér V of between 0.3 and 0.4 was considered to signal a medium effect that tended towards practically significant association, and a Cramér V of 0.4 or larger was considered to signal a large effect with practically significant association. The results indicate that the TPACK of mathematics teachers contributes towards more effective Grade 8 mathematics teaching in South African schools.

Keywords

TPACK; Mathematics teachers; SITES 2006

Metrics

Total abstract views: 12768
Total article views: 22214

 

Crossref Citations

1. Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and Opportunities
Alcardo Alex Barakabitze, Anangisye William-Andey Lazaro, Neterindwa Ainea, Michael Hamza Mkwizu, Hellen Maziku, Alex Xavery Matofali, Aziza Iddi, Camillius Sanga
Education Research International  vol: 2019  first page: 1  year: 2019  
doi: 10.1155/2019/6946809

2. How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics
Alina Kadluba, Anselm Strohmaier, Christian Schons, Andreas Obersteiner
Educational Studies in Mathematics  vol: 118  issue: 2  first page: 169  year: 2025  
doi: 10.1007/s10649-024-10357-x

3. Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers
Gabrielle de Freitas, Erica D. Spangenberg
Pythagoras  vol: 40  issue: 1  year: 2019  
doi: 10.4102/pythagoras.v40i1.431

4. Teachers’ competence in the use of technology in teaching and learning mathematics in two rural schools
Mathomo M. Moila, Ephraim Mhlanga
Pythagoras  vol: 45  issue: 1  year: 2024  
doi: 10.4102/pythagoras.v45i1.754

5. Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs
Eloho Ifinedo, Jenni Rikala, Timo Hämäläinen
Computers & Education  vol: 146  first page: 103760  year: 2020  
doi: 10.1016/j.compedu.2019.103760

6. How valid, really? A meta-analysis of the validity evidence of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments
Iris Backfisch, Ronny Scherer, Jürgen Schneider, Andreas Lachner
Educational Research Review  vol: 49  first page: 100718  year: 2025  
doi: 10.1016/j.edurev.2025.100718

7. Teachers’ experiences of technology-based teaching and learning in the Foundation Phase
D. M. Hannaway, M. G. Steyn
Early Child Development and Care  vol: 187  issue: 11  first page: 1745  year: 2017  
doi: 10.1080/03004430.2016.1186669

8. Learning Geometry Online: A Creative Individual Learning Experience
Reginald G GOVENDER, Desmond W GOVENDER
International Journal of eBusiness and eGovernment Studies  vol: 12  issue: 2  first page: 151  year: 2020  
doi: 10.34111/ijebeg.202012205

9. Mathematics mobile learning with TPACK framework
K Hernawati, Jailani
Journal of Physics: Conference Series  vol: 1321  issue: 2  first page: 022126  year: 2019  
doi: 10.1088/1742-6596/1321/2/022126

10. Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy
LiWei Hsu, Yen-Jung Chen
South African Journal of Education  vol: 39  issue: S2  first page: 1  year: 2019  
doi: 10.15700/saje.v39ns2a1572

11. Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools
Odette Umugiraneza, Sarah Bansilal, Delia North
Pythagoras  vol: 39  issue: 1  year: 2018  
doi: 10.4102/pythagoras.v39i1.342