Pedagogical Affordances of Autograph Technology in the Teaching of Functions: An Activity Theory Perspective

Fanuel Matindike; Virendra Ramdhany

doi:10.22437/edumatica.v15i3.41130

Authors

Fanuel Matindike University of Johannesburg, South Africa
Virendra Ramdhany University of Johannesburg, South Africa

DOI:

https://doi.org/10.22437/edumatica.v15i3.41130

Keywords:

affordance, autograph, constraints, marginalized, quality education

Abstract

The proliferation of digital devices within education systems in most African countries during and after the Covid-19 pandemic has created greater opportunities for incorporating digital technologies into mathematics education. This paper reports on initial findings from a broader study that explored the implementation of dynamic mathematical applications in the teaching of functions in marginalized high schools in South Africa. The study utilized a qualitative case study research method, based on Grade 11 learners’ experiences during an instructional intervention programme, to investigate the pedagogical affordances offered by Autograph technology in teaching functions at an underprivileged high school. Adopting an inductive and descriptive approach, data were collected using ethnographic methods, which included observations, textual analysis, and transcripts from both task-based and open-ended interviews. The findings of the study were categorized and discussed under four themes, namely, motivation enhancement, representation competency, classroom interactivity, and constraints. The study established that the affordances of Autograph technology as a teaching tool can only be fully realized when its application is well aligned with the pedagogical context, subject matter, and the students involved. An Autograph-mediated pedagogical model is proposed to offer insights to mathematics educators on how the pedagogic use of dynamic mathematical applications can be optimized.

Downloads

Download data is not yet available.

References

Abel, V. R., Tondeur, J., & Sang, G. (2022). Teacher perceptions about ICT integration into classroom instruction. Education Sciences, 12(9), 609. https://doi.org/10.3390/educsci12090609

Adeel, A., Batool, S., & Madni, Z. ul-A. (2023). intrinsic motivation and creativity: The role of digital technology and knowledge integration ability in facilitating creativity. International Journal of Management Studies, 30(1), 1-36. https://doi.org/10.32890/ijms2023.30.1.1

Ahmadi, R., Syahputra, E., & Sinaga, B. (2021). Development of Learning Modules Based on a Realistic Mathematical Approach with Autograph Software to Improve Creative Mathematical Thinking Ability Students of SMP Negeri 1 Blangkejeren. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 4(1), 102-113. https://doi.org/10.2991/assehr.k.210413.021

Akinoso, S. O. (2023). Motivation and ICT in secondary school mathematics using unified theory of acceptance and use of technology model. Indonesian Journal of Educational Research and Technology, 3(1), 79-90. https://doi.org/10.17509/ijert.v3i1.47183

Aluko, F. R. (2021). Access for success: exploring affordances theory in a new hybrid model teacher education programme. The Independent Journal of Teaching and Learning, 16(1), 43-56.

Anggiana, A. D., & Kandaga, T. (2024). Students’ Mathematical Representation in Resource-based Learning Model Assisted by Google Classroom. Edumatica : Jurnal Pendidikan Matematika, 14(2), 122–133. https://doi.org/10.22437/edumatica.v14i2.31751

Awortwe, P. K., Nyatsikor, M. K., & Sarfo, D. O. (2019). Impact of using autograph software as a tool in teaching and learning of quadratic functions on gender performance. Journal of Computers in Mathematics and Science Teaching, 38(2), 97-114. https://www.learntechlib.org/primary/p/185165/

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Springer, Freeman. https://psycnet.apa.org/record/1997-08589-000

Batubara, I. H., Nasution, M. D., & Wahyuni, S. (2020, October). Improving mathematical reasoning ability through guided discovery methods assisted by autograph software. In Proceeding on International Conference of Science Management Art Research Technology (Vol. 1, No. 1, pp. 71-77).

Beauchamp, G. (2011). Interactivity and ICT in the primary school: Categories of learner interactions with and without ICT. Technology, Pedagogy and Education, 20 (2), 175-190. https://doi.org/10.1080/1475939X.2011.588408

Chametzky, B. (2023). Writing memos: A vital classic grounded theory task. European Journal of Humanities and Social Sciences, 3(1), 39–43. https://doi.org/10.24018/ejsocial.2023.3.1.377

Chen, T., Gil-Garcia, J. R., Burke, G. B., Dey, A., & Werthmuller, D. (2024). Characterizing technology affordances, constraints, and coping strategies for information dissemination to the public: Insights from emergency messaging in US local governments. Government Information Quarterly, 41(1), 101910. https://doi.org/10.1016/j.giq.2024.101910

Chuaungo, M. L., Lalnunsiami, K., & Mishra, L. (2022). Opportunities and barriers in ICT integrated education: A critical analysis. International Journal of Engineering Technology and Management Sciences, 6(5), 753-759. https://doi.org/10.46647/ijetms.2022.v06i05.117

Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. Distributed cognitions: Psychological and educational considerations, 1-46.

Davis, F.D. (1985). A technology acceptance model foe empirically testing new end-user information systems: Theory and results. Doctoral dissertation, Messachusetts Institute of Technology.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3): 319–340.

Dlamini, R. & Nkambule, F. (2020). Information and communication technologies’ pedagogical affordances in education. Encyclopaedia of Education and Information Technologies, 1-14. https://doi.org/10.1007/978-3-319-60013-0_216-1

Dlamini, R. (2022). Factors constraining teacher integration of ICT in Gauteng schools. The Independent Journal of Teaching and Learning, 17 (2), 28-43. https://hdl.handle.net/10520/ejc-jitl1-v17-n2-a3

Engestrom, Y.(1987). Learning by expanding: An activity–theoretic approach to developmental research. Heisinki: Orienta-konsultit.

Erebakyere, J., & Agyei, D. D. (2022). Teaching and learning circle theorems with Dynamic Autograph technology: Should we employ the social-interaction or the self-exploration strategy?. African Journal of Educational Studies in Mathematics and Sciences, 18(1), 49-67. https://dx.doi.org/10.4314/ajesms.v18i1.5

Fergusson, L., Shallies, B. and Meijer, G. (2020), "The scientific nature of work-based learning and research: An introduction to first principles", Higher Education, Skills and Work-Based Learning, Vol. 10 No. 1, pp. 171-186. https://doi.org/10.1108/HESWBL-05-2019-0060

Gibson, J.J. (1979). The ecological approach to visual perception. Boston, MA: Houghton Mifflin

Gillwald, A., Mothobi, O., & Rademan, B. (2018). Policy Paper no. 5, series 5: After Access. The State of ICT in South Africa. Research ICT Africa. https://www.africaportal.org/publications/stateict-south-africa/

Glaser, B. G., and Strauss, A. L. (1998). Grounded theory. Stategien qualitativer Forschung. Bern:Huber, 4. https://doi.org/10.4324/9781351327923

Godino, J. D., Batanero, C., Burgos, M., & Wilhelmi, M. R. (2024). Understanding the onto-semiotic approach in mathematics education through the lens of the cultural historical activity theory. ZDM–Mathematics Education, 56(6), 1331-1344. https://doi.org/10.1007/s11858-024-01590-y

Graham, M. A., Stols, G., & Kapp, R. (2020). Teacher practice and integration of ICT: Why are or aren't South African teachers using ICTs in their classrooms. International Journal of Instruction, 13(2), 749-766. https://doi.org/10.29333/iji.2020.13251-a

Hagan, J. (2022). The pitfalls and potential of participant-observation: Ethnographic enquiry in volunteering. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 33(6), 1179-1186. https://doi.org/10.1007/s11266-021-00421-y

Kadir, K., Musyrifah, E., & Fatmawati, F. (2022). Students’ anxiety and problem solving ability in mathematics learning based on cognitive load theory using Autograph software. ALGORITMA: Journal of Mathematics Education, 3(2), 116-130. https://doi.org/ 10.15408/ajme.v3i2.24777

Karnasih, I., & Sinaga, M. (2014). enhancing mathematical problem solving and mathematical connection through the use of dynamic software autograph in cooperative learning think-pair-share. Jurnal Pendidikan Matematika, 17(1), 51-71

Ke, L., Friedrichsen, P., Rawson, R., & Sadler, T. D. (2023). Teacher learning through collaborative curriculum design in the midst of a pandemic: A cultural historical activity theory investigation. Teaching and teacher education, 122, 103957. https://doi.org/10.1016/j.tate.2022.103957

Kennedy, I., & Cronjé, J. (2023). The dynamics of access to ICT and technology practices of secondary school teachers. Electronic Journal of e-Learning, 21(3). https://doi.org/10.34190/ejel.21.3.2999

Kennewell, S. (2001). Using affordances and constraints to evaluate the use of ICT in teaching and learning. Journal of Information Technology for Teacher Education, 10: 1-2, 101-116. https://doi.org/10/1080/14759390100200105

Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School psychology review, 31(3), 313-327. https://doi.org/10.1080/02796015.2002.12086158

Liu, J. C. (2023). Design of innovative learning environment: An activity system perspective. In Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (pp. 993-1017). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-17461-7_85

Loc, N. P., Oanh, N. P. P., Thao, N. P., Van De, T., & Triet, L. V. M. (2022). Activity theory as a framework for teaching mathematics: An experimental study. Heliyon, 8(10). https://doi.org/10.1016/j.heliyon.2022.e10789

Maharjan, M ., Dahal, N., & Pant, B. P. (2022). ICTs into mathematical instructions for meaningful teaching and learning. Advances in Mobile Learning Educational Research, 2(2), 341-350. https://doi.org/10.25082/AMLER.2022.02.004

Maimaiti, G., Jia, C., & Hew, K. F. (2021). Student disengagement in web-based videoconferencing supported online learning: an activity theory perspective. Interactive Learning Environments, 31(8), 4883–4902. https://doi.org/10.1080/10494820.2021.1984949

Mathende, A. M., & Beach, J. (2022). The integration of information and communication technology in education: A review of policies and practices in Angola, South Africa and Zimbabwe. Journal of Special Education Preparation, 2(1), 80-89. https://doi.org/10.33043/JOSEP.2.1.80-89

Rau, M. A. (2018). Making connections among multiple visual representations: how do sense-making skills and perceptual fluency relate to learning of chemistry knowledge? Instructional Science, 46(2), 209-243. https://doi.org/10.1007/s11251-017-9431-3

Rau, M. A., & Matthews, P. G. (2017). How to make ‘more’better? Principles for effective use of multiple representations to enhance students’ learning about fractions. ZDM, 49, 531-544. https://doi.org/10.1007/s11858-017-0846-8

Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424–436. https://doi.org/10.1037/0022-0663.85.3.424

Moll, I., Dlamini, R., Ndlovu, N. S., Drennan, G., Nkambule, F., & Phakathi, N. (2022). A developing realist model of the pedagogical affordances of ICTs. South African Computer Journal, 34(2), 50-75. https://doi.org/10.18489/sacj.v34i2.1076

Morksin, A. I., Shahrill, M., Anshari, M., Huda, M., & Tengah, K. A. (2018). The learning of integration in calculus using the autograph technology. Advanced Science Letters, 24(1), 550-552. https://doi.org/10.1166/asl.2018.12067

Norman, D.A. (2002) The design of everyday things. New York: Basic Books.

Padayachee, K. (2017). A snapshot survey of ICT integration in South African schools. South African Computer Journal, 29(2), 36-65. https://hdl.handle.net/10520/EJC-c5c2b5952

Parhizgar, Z., Dehbashi, A., Liljedahl, P., & Alamolhodaei, H. (2021). Exploring students’ misconceptions of the function concept through problem-posing tasks and their views thereon. International Journal of Mathematical Education in Science and Technology, 53(12), 3261–3285. https://doi.org/10.1080/0020739X.2021.1937732

Prianggono, A., Yuniarti, D. A., & Pawening, A. S. (2023). Implementation of DGMATH-based Project Based Learning Model to Improve Elementary School Students’ Learning Motivation. Edumatica : Jurnal Pendidikan Matematika, 13(1), 1–10. https://doi.org/10.22437/edumatica.v13i01.21622

Ramadhani, R., Bina, N. S., Sihotang, S. F., Narpila, S. D., & Mazaly, M. R. (2020, October). Students’ critical mathematical thinking abilities through flip-problem based learning model based on LMS-google classroom. In Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012025). IOP Publishing.Strauss. https://doi.org/10.1088/1742-6596/1657/1/012025

Ramadhani, R., Bina, N. S., & Syahputra, E. (2022). Flipped classroom assisted autograph in calculus learning for engineering students: A rasch measurement study. Mathematics Teaching Research Journal, 14(4), 36-55. Retrieved from http://files.eric.ed.gov/fulltext/EJ1361735.pdf

Sari, A. A. I., & Lutfi, A. (2024). The Influence of Self-Efficacy and Mathematical Anxiety on Student Learning Outcomes in Economic Statistics Courses. Edumatica: Jurnal Pendidikan Matematika, 14(2), 134–144. https://doi.org/10.22437/edumatica.v14i2.32089

Sinaga, Y. R., Syahputra, E., Ahyaningsih, F., & Saragih, S. H. (2018). The effect of cooperative learning type think pair share with autograph on the mathematical representation ability and self-efficacy. American Journal of Educational Research, 6(11), 1481-1486.

Strauss & Corbin, J. (1990). Basics of Qualitative Research: Grounded theory, procedures and techniques. Newbury Park: Sage. https://doi.org/10.1088/17426596/1657/1/012025

Thapa, D., & Hatakka, M. (2017). Understanding ICT in ICT4D: An affordance perspective. In Hawaii International Conference on System Sciences (HICSS), Hilton Waikoloa Village, Hawaii, January 4-7, 2017 (pp. 2618-2626). http://hdl.handle.net/10125/41472

Twetwa-Dube, S. P. (2024). Exploring group work strategies to teach computer programming: A case study of first-year and extended programme students at one South African university. International Journal of Learning, Teaching and Educational Research, 23(7), 271-288. https://doi.org/10.26803/ijlter.23.7.14

Vandeyar, T. (2015). Policy intermediaries and the reform of e-education in South Africa. British Journal of Educational Technology, 46 (2), 344-359. https://doi.org/10.1111/bjet.12130

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.

Wahyuni, A., Kurniawan, P., Waluya, B., & Cahyono, A. N. (2020, February). Use of software autograph in integral. In 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019) (pp. 909-915). Atlantis Press. https://doi.org/10.2991/assehr.k.200129.112

Zaim, M., Arsyad, S., Waluyo, B., Ardi, H., Al Hafizh, M., Zakiyah, M., & Hardiah, M. (2024). AI-powered EFL pedagogy: Integrating generative AI into university teaching preparation through UTAUT and activity theory. Computers and Education: Artificial Intelligence, 7, 100335. https://doi.org/10.1016/j.caeai.2024.100335

Zenda, R. (2019). Impact of the Learner-Educator Ratio Policy on Learner Academic Achievement in Rural Secondary Schools: A South African Case Study. Africa Education Review, 17(3), 37–51. https://doi.org/10.1080/18146627.2019.1588748