Exploring Harry Gwala District Further Education & Training mathematics teachers' experiences of enhancing their competencies of teaching Euclidean geometry proofs during the Corona virus pandemic lockdowns.

Abstract

The 21st century is characterised by substantial societal, economic, and technological changes, fostering an era of continual evolution and innovation. These transformations pose acknowledged challenges, all of which were emphasised by the disruptions triggered by the COVID-19 pandemic and subsequent lockdowns. This phenomenological case study investigated teachers' experiences of enhancing their competencies of teaching Euclidean geometry proofs during the COVID-19 pandemic lockdowns, a period when face-to-face workshops were prohibited. Data was collected through semi-structured questionnaires administered to 35 mathematics teachers across 15 schools in Harry Gwala District, KwaZulu-Natal. Additionally, three Further Education and Training (FET) mathematics teachers underwent in-depth interviews during the data collection process. Employing a mixed-method approach, teachers were purposively selected from four circuits within the Harry Gwala District, aligning with the interpretive paradigm. Quantitative data was organised using the technological pedagogical and content knowledge (TPACK) framework, while qualitative data underwent interpretative phenomenological analysis. The study found significant challenges in online teaching, particularly in deep rural areas, due to factors such as poor network coverage, limited data availability, scarce resources, low socio-economic status of learners, and negative learner attitudes. Despite these challenges, teachers utilised various digital tools and platforms, including WhatsApp, YouTube, virtual workshops, Google Classroom, Sketchpad, GeoGebra, and smartboard softwares. These tools played a crucial role in enhancing teachers' understanding of teaching Euclidean geometry proofs during COVID-19 lockdowns, improving communication skills and technological pedagogical knowledge. Overall, the strategic use of these digital resources elevated teaching competencies despite uncertainties during the lockdown period. The findings of this study offer practical, empirically based guidelines for education stakeholders and educators seeking to enhance teachers' competencies in online teaching. Understanding how teachers navigated the challenges of online teaching within the context of geometry education during these unique circumstances offers invaluable insights into effective strategies and practices for teaching in similar scenarios.