Digital divide and transformative pedagogy in mathematics education

Abstract

This is survey research entitled "Digital divide and transformative pedagogy in mathematics education" The main objective of this study was to explore the use of digital technology practiced in transformative pedagogy of mathematics education and to analyze the practices of digital technology in transformative pedagogy of mathematics education. The ethnography approach among qualitative research design methods was adopted for this study. The central department of mathematics education was selected for the respondent to collect data. 200 respondents were selected for this research which 100 students were in 11 classes and 100 were in 12 classes of mathematics students. The data were collected through interview schedules, classroom observation forms, and Focus group discussions. The collected data were analyzed and interpreted by different themes such as Critical thinking, Constructive learning, Creative learning, Cooperative learning, Enquiry based learning, Productive based learning, Collaborative learning, Centre of interest, and Change laboratory. After analyzing data the researcher found that mostly mathematics learners are practicing digital technology. In our context, transformative pedagogy is not implemented in the mathematics classroom, but it is used as augmented learning. There is a lack of mathematical digital technology equipment and teaching-learning materials related to mathematical course content. Lack of well-equipped mathematics computer labs and other teaching equipment in universities so it hindrance professors and lecturers in the teaching-learning process. Available materials are not properly implemented in teaching-learning activities. Due to a lack of proper knowledge about digital technology, the learner doesn't utilize it properly. Teacher motivation for practicing digital technology is strong but the lack of facilities for using digital technology is not properly managed. The lack of proper management of curriculum structure in School causes a great hindrance to the practice of digital technology in transformative pedagogy. Lack of internet facility, lack of courses related to ICT, and lack of interest are major influencing factors in practicing digital technology in transformative pedagogy.