Postgraduate Mathematics Education Students' Perceptions of Technology-based Tools and Resources: Exploring the Influences of Connectivism and the Three Worlds of Mathematics

Abstract

As we embrace the Fourth Industrial Revolution, transformations in education necessitate the use of technology-based pedagogy. This study explored postgraduate mathematics education students' perceptions of using technology-based tools and resources. This qualitative and interpretive study was conducted at a university in KwaZulu-Natal, South Africa. The study was framed utilizing the theory of connectivism and the three worlds of mathematics theory. Connectivism is a learning theory that is considered to be strengthened by existing technology-based tools and is founded on the notion that ubiquitous Information Communication Technology impacts teaching and learning. The three worlds of mathematics theory support the view that the development of mathematical thinking is founded on perception, operation and reasoning. Postgraduate mathematics education students engaged in interactive workshops using different online platforms. Subsequently, a sample of participants was interviewed using a semi-structured interview schedule. The interviews were conducted via various online platforms. Data that were generated were analyzed thematically. The results revealed two main themes. These themes focused on the strengths and challenges of using technology-based tools and resources to learn mathematics as perceived by the participants. The results of this study provide evidence that technology-based tools and resources may also be considered by lecturers when teaching mathematics topics that involve drawing complex mathematical diagrams and solving problems based on these complex mathematics diagrams. Also, the results support the view that to alleviate challenges associated with using technology-based tools and resources, lecturers need to ensure that the technology-based tools and resources being used are user-friendly, inexpensive, readily available and data-efficient. Moreover, this study support the view that lecturers need to consider attending professional development workshops and seminars that focus on integrating technology effectively in educational environments. This study has relevance globally and nationally when considering the implications of using technology-based tools and resources for learning mathematics.