Mixed mode approaches to sustainable mathematics teacher educator development in areas with limited access to digital technologies
Date
2019-08
Authors
Jennie, Golding
Batiibwe, Marjorie
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
We analyse outcomes from a Mathematical Thinking and IT course adapted for East African
mathematics teacher educators. The model supplements a ten-day face to face course with three
months distance learning as participants adapt and harness research-based materials and
approaches. We asked, What are the affordances and constraints of this model, and of the
available technology, for mathematics teacher educator development in this context? Qualitative
evidence of mathematics teacher educators longitudinal trajectories suggest that mathematics
teacher educators with a threshold level of capacity for change, including critical levels of
reflection, were able to make significant progress in their technological, mathematical and
mathematics pedagogical expertise and to adapt, embed and further develop that in their practice,
at least in the short- and medium-term; in contrast, those without such a threshold capacity
appeared unable to re-envision practice. The initial course appeared sufficient to equip
professionally confident mathematics teacher educators with technological capacity to access a
range of materials for learning, and to support professional interchanges and development at a
range of levels and granularities.
However, subject-specific software and sources that support deeper mathematics learning, while
appreciated by mathematics teacher educators, are not reliably and widely accessible in teacher
or school student institutional contexts.
Description
Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya
Keywords
Distance learning, Technology, Mathematics Teacher Educator