Reimagining curriculum transformation through technology and pedagogical indigenisation in rural South African mathematics classrooms

Abstract

Education institutions worldwide are increasingly embracing curriculum reform through the integration of Indigenous Knowledge Systems (IKS) and technology, informed by their transformative impact on teaching, learning and pedagogical practices. However, socioeconomic disparities and limited teaching resources, encountered in the rural settings of the Global South, such as South Africa, hinder this transformation. IKS and technology offer a compelling opportunity to rethink mathematics education in ways that embrace global innovations while adapting to local contextual realities. Yet, there is limited empirical evidence on teacher preparedness, specifically how mathematics teachers’ demographic, contextual, and professional training influences teachers’ ability to integrate technology and pedagogical indigenisation for mathematics curriculum transformation. Hence, this paper sought to examine how mathematics teachers can reimagine curriculum transformation through pedagogical indigenisation and technology in rural South African mathematics classrooms. To accomplish this exploration, this paper draws on data gathered from ninety-five purposively sampled respondents. We used a quantitative approach focusing on a survey questionnaire, guided by the positivist paradigm and underpinned by the Technological Pedagogical Content Knowledge (TPACK) framework and Technology Acceptance Model (TAM), and data analysis was achieved through the aid of descriptive and inferential statistics. The results showed that teachers exhibit different degrees of TPACK and TAM dynamics, mediated by demographics, professional backgrounds, and context-specific characteristics. The findings lead us to argue that the transformation of the mathematics curriculum is dependent on effective, inclusive, and sustainable teacher training that foregrounds both technological fluency and cultural responsiveness. This study contributes to curriculum reform discourse by emphasising the need for teacher preparation programmes that address the complex, evolving, and context-sensitive nature of teachers’ TPACK.