Creation of Innovative Teaching Spaces with Gamma Tutor: A Techno-Blended Model for Rural Mathematics Teaching
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Resumo
Innovative techno-blended teaching methodologies are needed for 21st-century classrooms. This paper reports on the introduction of a techno-blended device for mathematics teaching in South African senior secondary classrooms. The research sample included 12 third-year mathematics education student teachers from a rural university. A qualitative case study design was employed. Participants were purposively selected. Data collection methods included non-participatory observation and in-depth individual interviews. The TPACK model and the Mathematical Knowledge for Teaching Framework guided the analysis of the data. The study found that the mathematics student teachers successfully implemented GammaTutor in their classrooms, thus demonstrating their proficiency and aptitude in utilising technology in the learning environment. The GammaTutor device also aided in teaching and learning mathematics by simplifying mathematical ideas for learners. Furthermore, it enabled the development of learner discourse as a crucial component for developing learners' problem-solving skills. Since the mathematics student teachers engaged the learners with a variety of mathematical exercises using the GammaTutor technology, the integration of GammaTutor in the mathematics classroom exhibited learner-centred provisioning. The study proposes a teaching model for creating innovative teaching spaces in rural schools in South Africa.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Education and e-Learning Research, v. 9, n. 4, p. 249-257
- Ano
- 2022 (2022-10-27)
- Idioma
- en
- Palavras-chave
- Foreign Countries; Rural Schools; Mathematics Instruction; Educational Technology; Secondary School Mathematics; Student Teachers; Pedagogical Content Knowledge; Technological Literacy; Problem Solving; Technology Integration; Student Teacher Attitudes; Technology Uses in Education; mathematics education; pre-service teachers; TPACK; mathematical knowledge for teaching; learner discourse; problem-solving skills; learner-centred teaching; teaching spaces; educational technology integration; South Africa
- Temas
- Resolução de Problemas
- DOI
- 10.20448/jeelr.v9i4.4244
- ISSN
- 2518-0169, 2410-9991
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ADELABU, Folake Modupe et al.. Creation of Innovative Teaching Spaces with Gamma Tutor: A Techno-Blended Model for Rural Mathematics Teaching. Journal of Education and e-Learning Research, v. 9, n. 4, p. 249-257, 2022. DOI: https://doi.org/10.20448/jeelr.v9i4.4244.
APA
Adelabu, F. M., Alex, J. K., Ngwabe, A., Tatira, B., & Boateng, S. (2022). Creation of Innovative Teaching Spaces with Gamma Tutor: A Techno-Blended Model for Rural Mathematics Teaching. Journal of Education and e-Learning Research, 9(4), 249-257. https://doi.org/10.20448/jeelr.v9i4.4244
BibTeX
@article{adelabu2022,
author = {Adelabu, Folake Modupe and Alex, Jogymol Kalariparampil and Ngwabe, Abongile and Tatira, Benjamin and Boateng, Sakyiwaa},
title = {Creation of Innovative Teaching Spaces with Gamma Tutor: A Techno-Blended Model for Rural Mathematics Teaching},
year = {2022},
journal = {Journal of Education and e-Learning Research},
volume = {9},
number = {4},
pages = {249-257},
doi = {10.20448/jeelr.v9i4.4244},
language = {en}
}RIS
TY - JOUR AU - Adelabu, Folake Modupe AU - Alex, Jogymol Kalariparampil AU - Ngwabe, Abongile AU - Tatira, Benjamin AU - Boateng, Sakyiwaa TI - Creation of Innovative Teaching Spaces with Gamma Tutor: A Techno-Blended Model for Rural Mathematics Teaching PY - 2022 JO - Journal of Education and e-Learning Research VL - 9 IS - 4 SP - 249 EP - 257 DO - 10.20448/jeelr.v9i4.4244 LA - en ER -
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