A cross-country comparison of mathematics teachers' beliefs about technology pedagogy and content knowledge

Abstract

The purpose of this study was to determine how South African learners compare with their selected international counterparts according to their teachers_ views (Saudi Arabia, Sweden, Norway, Thailand, United Arab Emirates and Singapore). The analysis was based on the three predictor variables namely computer activities, teaching strategies as well as teaching specific mathematics content. These three predictor variables were extracted from the TIMSS 2011 teachers_ datasets and linked to the learners_ data. Furthermore, these predictor variables were analysed in a multicultural comparison. It should be taken into cognisance that the selection of the items, from the teacher questionnaire, were informed by the TPACK theoretical framework. The learners_ data was examined using factor analysis and orthogonal factor rotation. The Tucker congruent coefficient was used to determine the similarity between learners in South Africa and each of their selected international counterparts according to their teachers_ viewpoints. In this study, similarity does not imply being totally identical, but rather demonstrates which teachers responses between South Africa and each of the countries compared with might have the same structure after the statistical analysis. The results from the analysis revealed that regardless of the socio-economic status between South Africa and each of the countries compared with, it could be claimed that some similarities can be fostered. The differences in teachers_ beliefs between South Africa and all the countries analysed provided vital information about the scope of possible classroom practice and teachers_ inclination to different teaching approaches. These results are based on the teachers_ beliefs revealed in which ways various teaching and learning strategies are conceptualised in different countries.