Exploring how the Attributes of Technology Affect Adoption in Teaching Mathematics in a Higher Education Institution in South Africa

Abstract

The use of technology in teaching mathematics in higher education has received much attention in education research lately. Using Roger’s Diffusion of Innovation theory (DOI) as a framework, this study sought to explore how the attributes of technology affect its adoption by mathematics teachers of a bridging course at an institution of higher learning. A qualitative research methodology was used to obtain detailed descriptions and narratives from the five mathematics teachers who participated in the study, to ascertain how, if at all, they adopted technology in their teaching in higher education. Data were collected through semi-structured individual interviews so that the teachers’ unique answers could be captured. ATLAS.ti software was used to analyse the data deductively. The results showed that some teachers were of the view that technology was disruptive, and that it exposed students to the wrong problem-solving methods during the teaching and learning of mathematics in higher education. The traditional ‘pen and paper’ method is seen not only as being essential, but also as critical in the instruction of students. The findings of this study also show the importance of the DOI theory in explaining reasons for the adoption of technology by mathematics teachers in higher education.

Keywords:

• Diffusion of innovation theory
• technology adoption
• mathematics teachers
• bridging course

ORCID

Duncan Mhakure http://orcid.org/0000-0001-6776-6244