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


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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

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