Emmanuel Agyei

2 Publications in AERD

Author Publications

Teaching Mathematics with Digital Technologies: A Situational Analysis of High School Teachers' Experiences in Ghana

By Emmanuel Agyei

In spite of the proliferation of educational technologies, teacher surveys have indicated relatively low levels of technology integration in mathematics lesson delivery in Ghanaian Senior High Schools. This study examined how Senior High School mathematics teachers use the available technology resources in their pedagogy in Ghana. Drawing on the substitution, augmentation, modification and redefinition model, an explanatory sequential mixed methods design was employed for the study. A questionnaire, classroom observation and semi-structured interview guide were used in gathering data for the study. A total of 202 mathematics teachers were selected using a stratified sampling technique. The quantitative data were analysed using descriptive statistics (means and standard deviations) whereas the qualitative data were analysed using thematic analysis. The results showed relatively low levels of technology usage as modification or redefinition in mathematics lesson delivery; however, the calculator was reported as the predominant technology frequently used by mathematics teachers as substitution and augmentation in their classrooms. The results also revealed that mathematics teachers could only use technology to facilitate their pedagogical activities. They used digital technologies to prepare for lessons, assist in computational tasks during class (substitution) and validate mathematical solutions (augmentation). Consequently, the study emphasises the necessity of training and enhancing teachers' skills to enable them to employ technology for the transformation (modification and redefinition) of their pedagogical practices within the classroom. This transformation would allow students to utilise technology not only for computation and solution verification but also to develop mathematical concepts and critical thinking skills.

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In-service mathematics teachers' preparedness, knowledge, skills, and self-efficacy beliefs of using technology in lesson delivery

By Emmanuel Agyei

This research examined the competencies (preparedness, skills, knowledge and self-efficacy beliefs) of High School teachers in teaching mathematics with technology. The study employed the explanatory sequential mixed-methods design where a questionnaire, observation guide and semi-structured interview guide were used to collect data. A stratified sampling technique was used to select 202 mathematics teachers for the study. Descriptive statistics and multiple regression were employed to analyse the quantitative data. Thematic analysis was used for the qualitative data. The findings indicated that mathematics teachers possessed high technology knowledge and self-efficacy, but they had relatively low preparedness and ICT skills in using technology in their lessons. In addition, ICT skills and teacher preparedness emerged as the best predictors for technology usage in mathematics lesson delivery. This implies that mathematics teacher education programmes should consider making ICT a core component of their curriculum to prepare prospective teachers to teach mathematics with technology.

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