Exploring early-stage digital transformation in secondary mathematics education

Abstract

Research problem: Digital transformation or technology integration in secondary mathematics education in South Africa is at an early stage. Technology integration can be used in either an enhanced manner (substitution or augmentation) or a transformational manner (modification or redefinition) as described by the substitution-augmentation-modification-redefinition (SAMR) model. The enhancement level is regarded as the early stage in this research study. Previous studies on South African schools have not thoroughly investigated the data and dimensions associated with shifting digital transformation in secondary mathematics education beyond the early stage. Hence, this study investigates the use of digital technologies for teaching mathematics in secondary schools, which are critical for the deep conceptual understanding needed for better education outcomes. Method/approach: Grounded in a social constructivist approach, this qualitative study undertook two complementary case studies. Western Cape Education Department (WCED) and Gauteng Department of Education (GDE) schools were examined via semi-structured interviews, participant observations, and document analysis to collect the necessary data. This was done to examine the study’s four dimensions, namely the digital skills of educators, digital leadership, digital infrastructure, and the digital teaching experience. The data were collected purposefully from key secondary mathematics stakeholders (teachers, district officials, academics, local development agency officials, and independent experts) in the Western Cape and Gauteng provinces. The study explored the early use of dynamic software applications – GeoGebra and Geometer’s Sketchpad, amongst others. Findings: The findings from the two case studies identified the need for (i) a holistic digital transformation in the secondary mathematics environment framework; (ii) an appropriate governance structure for digital education policy design, implementation, and monitoring; (iii) a continuous evolving technical architecture; and (iv) a focus on digital pedagogy for mathematics, to shift digital transformation in secondary mathematics beyond the early stage. Conclusions: The use of digital technologies such as Excel, GeoGebra, and Geometer’s Sketchpad in a transformational manner for teaching mathematics in secondary schools is linked to the promotion of deep conceptual understanding for the improvement of mathematics education outcomes. Based on the data analysis, the study proposed a digital transformation in secondary mathematics education 2022 (DT-SME 2022) framework as a theoretical and practice-oriented framework for South Africa. The study theorises that shifting digital transformation in secondary mathematics education beyond the early stage can be facilitated by applying the DT-SME 2022 framework, which advocates (i) the kinds of intermediate and advanced digital skills that are crucial for the successful implementation of digitally supported teaching of secondary school-level mathematics; (ii) attention to digital leadership, including the establishment of a formal governance structure for the participation of all stakeholders during the design, implementation, and monitoring of digital education policy; (iii) an effective technical architecture to address connectivity issues; and (iv) a constructive and enjoyable digital teaching experience that encourages learning-centred pedagogical approaches.