Maharajh, Lokesh Ramnath.Mhlungu, Rejoice Hlengiwe.2022-11-022022-11-0220212021https://researchspace.ukzn.ac.za/handle/10413/21072Doctoral Degree. University of KwaZulu-Natal, Durban.This study explores the experiences of mathematics lecturers’ use of technology in teaching circle geometry to level 4 at a selected TVET College. This qualitative study also aimed at exploring what, how, and why lecturers use that technology in a particular manner. An interpretive paradigm and case study were used on five participants to gain meaning in a real situation. For data generation needed to respond to the research questions in the study, the following instruments were utilized: open-ended questionnaires and individual semi-structured interviews. Purpose sampling was employed to acquire in-depth data. Data generated was guided by a TPACK theoretical framework for this study. The themes that emerged from data generation were Experiences and challenges regarding the use of technology, Students’ performance, Content knowledge, mathematics teaching, and Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, Pedagogical Knowledge, Technological Knowledge, Technological Pedagogical and Content Knowledge and the use of technology in geometry teaching. The findings reveal insufficient relevant technologies to teach circle geometry level 4 at the TVET College. Mathematics lecturers encountered many challenges concerning the lack of relevant technology for specifically teaching circle geometry, and all mathematics lecturers were familiar with the concepts content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). Most lecturers have sufficient knowledge of the teaching strategies, but the students lack a basic foundation in mathematics. Consequently, the teaching strategies that the mathematics lecturers use for circle geometry are specific to mathematics, and they experience difficulty teaching geometry. Lecturers can use technology for assessment, but available resources limit them for this study. Lastly, there is no opportunity for the lecturers to use technology for individual assessments for the students. There is a lack of insufficient resources limiting the teaching and learning of circle geometry at this TVET College. The DBE and DHET operate differently concerning curriculum development. Mathematics lecturers revealed that the FET phase mathematics’ syllabus is different from NCV level 2 to 4, whereas it is equivalent according to DHET. There is evidence that inequality exists because some colleges use technology to teach geometry. Mathematics lecturers were confronted with many challenges concerning the lack of teaching and lecturing conditions due to security challenges on campuses to enable technology to teach circle geometry at level 4 in the TVET College. Although no technology is relevant to teaching circle geometry, mathematics lecturers are identified as incompetent in using technology in their circle geometry teaching activities. Mathematics lecturers do not hold technology knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge ((TPK), and technological, pedagogical, and content knowledge (TPACK) relevant for circle geometry. Mathematics lecturers are not competent in using circle geometry technology to teach level 4 in a TVET College. The study recommends that TVET Colleges provide mathematics lecturers with the required opportunity to teach level 4 circle geometry students using technology. Therefore, the findings of this study should be enlightening to the DHET and DBE ministers in South Africa for planning and designing the curriculum together through policies. Iqoqa Lolu cwaningo luphenya umlando wokusebenza kwafundisi bendidiyelakubala besebenzisa ezobuchwepheshe ukufundisa umjikelezo wezibalomidwebo ebangeni le-4 ekolishi elikhethiweyo lase-TVET. Lolu cwaningo lwekhwalithethivu luhlose ukuphenya ukuthi yini, kanjani, futhi kungani abafundisi besebenzisa ubuchwepheshe ngendlela ethile. Uhlelomqondo lomhumusho kanye nocwaningonto kwasetshenziswa kubabambiqhaza abahlanu ukuthola incazelo esimweni esisebenzayo. Ukuqoqa imininingo okwadingakala ukuphendula imibuzo yocwaningo kulolu cwaningo, lezi zindlela ezilandelayo zasetshenziswa; izinhla zemibuzo ezivulekile kanye nezingxoxo ezahlukene ezisakuhleleka. Ukuqoka ngenhloso kwasetshenziswa ukuthola imininingo enzulu. Imininingo yaqoqwa ngokwelekelelwa uhlaka lwenjulalwazi ye-TRACK kulolu cwaningo. Izindikimba ezaqhibuka ekuqoqweni kwemininingo kwaba izimo zokusebenza kanye nezingqinamba mayelana nokusetshenziswa kwezobuchwepheshe, uKwenza kwabafundi, uMsuka wolwazi, ukufundisa indidiyelakubala, kanye noLwazi loKufundisa, uKufundisa uMsuka woLwazi, uMsuka woLwazi loBuchwepheshe, uMsuka woLwazi, uLwazi loBuchwepheshe kanye noMsuka woLwazi kanye nokusetshenziswa kobuchwepheshe ukufundisa izibalomidwebo. Okutholakele kuveza ukungabi khona ngokuphelele kwezobuchwepheshe ukufundisa umjikelezo wezibalomidwebo wezinga le-4 ekolishi lase-TVET. Abafundisi bendidiyelakubala babhekana nezingqinamba eziningi mayelana nokwesweleka kwezobuchwepheshe ezifanele ikakhulukazi ezimayelana nokufundisa umjikelezo wezibalomidwebo, futhi bonke abafundisi bendidiyelazibalo babenalo ulwazi lwamakhonsephthi omsuka wolwazi, i-content knowledge (CK), ulwazi lokufundisa, i-pedagogical knowledge (PK), kanye nolwazi lobuchwepheshe, i-technological knowledge (TK). Abafundisi abaningi banalo ulwazi olwanele lwamasu okufundisa, kodwa abafundi baswela umsuka wolwazi lwendidiyelazibalo. Ngaleyo ndlela-ke, amasu okufundisa asetshenziswa abafundisi bendidiyelakubala ukufundisa umjikelezo wezibalomidwebo aqondene nendidiyelakubala, bese beba nenkinga ukufundisa umjikelezo wezibalomidwebo. Abafundisi bangasebenzisa ubuchwepheshe ukuhlola, kodwa ukwesweleka kwezinsiza kuyabanqinda kulolu cwaningo. Okokugcina, awekho amathuba kubafundisi ukuthi basebenzise ubuchwepheshe ukuhlola abafundi ngabodwana. Ukwesweleka kwezinsisa kubanqinda ukufundisa nokufunda umjikelezo wezibalomidwebo kuleli kolishi lase-TVET. I-BBE kanye ne-DHET kusebenza ngokwehlukana uma kuza nokuthuthukisa ukufundisa. Abafundisi bendidiyekubala baveze ukuthi umthambo wendidiyelakubala wesigaba se-FET wehlukile kunaloyo wesigaba se-NCV sesibili kuya kwesesine, kanti kuyahambisana ngokwe-DHET. Kunobufakazi bokuthi kukhona ukungalingani ngoba amakolishi asebenzisa ubuchwepheshe ukufundisa umjikelezo wezibalomidwebo. Abafundisi bendidiyelakubala babhekene nezingqinamba eziningi mayelana nokwesweleka kwezimo zokufundisa nokufunda ngenxa yezinkinga zokuphepha emakhampasini ukuvumela ezobuchwepheshe ukufundisa umjikelezo wezibalomidwebo ezingeni le-4 ekolishi lase-TVET. Yize noma bungekho ubuchwepheshe obuqondene nokufundisa umjikelezo wezibalomidwebo, abafundisi bendidiyelazibalo babonakala njengabantu abehlulekayo ukusebenzisa ubuchwepheshe emisebenzini yabo yokufundisa umjikelezo wezibalomidwebo. Abafundisi bendidiyelazibalo abanalo ulwazi lwezobuchwepheshe, i-technology knowledge (TK), umsuka wolwazi lwezobuchwepheshe, i-technological content knowledge (TCK), ulwazi lokufundisa ngezobuchwepheshe, i-technological pedagogical knowledge (TPK), kanye nobuchwepheshe, ukufundisa, kanye nomsuka wolwazi (TRACK) okuvumelana nomjikelezo wezibalomidwebo. Abafundisi bebendidiyelazibalo abanalo ulwazi lokusebenzisa ubuchwepheshe bomjikelezo wezibalomidwebo ukufundisa ibanga le-4 ekolishi lase-TVET. Ucwaningo luphakamisa ukuthi amaKolishi ase-TVET ahlinzekele abafundisi bendidiyelazibalo ngamathuba adingekayo ukufundisa abafundi bomjikelezo wezibalomidwebo bezinga le-4 besebenzisa ubuchwepheshe. Ngakho-ke, okutholakele kulolu cwaningo kumele kukhanyisele ongqongqoshe be-DHET kanye ne-DBE eNingizimu Afrikha ukulungiselela kanye nokuhlelela umthamo wokufundisa kanye kanye nezinqubomgomo. Amaqama Anqala: umsuka; ubuchwepheshe; ukuhlola; ulwazi; ukufunda nokufundisa; umjikelezo wezibalomidwebo; indidiyelazibalo.enTechnology in teaching.Teaching strategies--Technological applications.Mathematics--Teaching and learning.Thesis