Professional development initiatives on general technology use, based on frameworks that are not culturally responsive is a common practice in many developing countries. Teachers, as a result, use the knowledge for personal genesis. The paper presents a culturally responsive professional development framework with holistic goals for progression interpreted from the Vygotskian perspective of knowledge progression to scientific knowledge. The tentative framework was designed in a doctoral Design-Based study. This was done through (a) a critical analysis of existing technological integration frameworks for the integration of technology, and (b) collaboration with secondary school mathematics teachers on the idea of meaningful technological mathematics teaching. The framework aims to influence the views of professional developers and mathematics educators about knowledge development from the spontaneous knowledge level base to the scientific knowledge level for teaching mathematics meaningfully with technology.

Authors:
Leena Ngonyofi Kanandjebo, University of Namibia, Namibia
Erna Lampen, Stellenbosch University, South Africa

About the Presenter(s)
Dr Leena Ngonyofi Kanandjebo is a Mathematics Education Lecturer at the University of Namibia. Her research interest are in Mathematics Education, technology integration, teacher training, and public policy and management

Connect on Linkedin
https://www.linkedin.com/in/dr-leena-ngonyofi-kanandjebo-65b57059?trk=contact-info

Connect on ResearchGate
https://www.researchgate.net/profile/Leena-Ngonyofi-Kanandjebo

Additional website of interest
https://scholar.google.com/citations?user=E3J6eIEAAAAJ&hl=en

See this presentation on the full schedule – Friday Schedule

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