Technology-Based Pedagogy for Mathematics Education in South Africa: Sustainable Development of Mathematics Education Post COVID-19

Abstract

The COVID-19 pandemic has transformed life globally. So too, teaching and learning in higher education have transformed to include technology-based pedagogy and online learning to curb the spread of the contagious Coronavirus. In the era of the 21st century, technology-based pedagogy is important for supporting teaching and learning. In mathematics higher education contexts, coupled with embracing abstract concepts in mathematics, there are different notions of what it means to include technology-based pedagogy during the COVID-19 pandemic. This qualitative study explored 38 postgraduate students’ experiences and perceptions of using technology-based pedagogy during the COVID-19 pandemic. These participants were mathematics education students and practicing mathematics teachers at schools in South Africa. The theory of virtual communities of practice framed this study. Participants were invited to two interactive virtual workshops using various technology-based pedagogy during the COVID-19 pandemic. Subsequently, these participants were invited to participate in online interviews focusing on their experiences and perceptions of technology-based pedagogy for learning mathematics education. This study reveals the challenges and strengths of using technology-based pedagogy for learning mathematics education during COVID-19. These results are relevant when considering perceptions, experiences, and implications of technology-based pedagogy for sustainable mathematics education during and post-COVID-19.