WhatsApp as Social Media to Enhance the Dialogic Interactions in Mathematics: Grade 9 Teachers and Learners’ Voices

Tšhegofatšo Makgakga ()
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Tšhegofatšo Makgakga: University of South Africa

Chapter Chapter 17 in Mathematics Education in Africa, 2022, pp 279-292 from Springer

Abstract: Abstract WhatsApp is a popular social network that has gaining popularity. The app is used for interactions and communication as well as education. Grade 9 teachers and learners have formed WhatsApp groups to enhance the dialogic interactions in mathematics. In this chapter, the researcher used two theories, Transactional Distance Theory and the Theory of Community of Practice frameworks, to understand the teachers’ and learners’ voices regarding the utilisation of WhatsApp groups to enhance the dialogic interactions in mathematics. Open-ended interview questions were administered to two Grade 9 teachers and their 25 learners who participated in WhatsApp groups to illustrate how the two theories are used. The analysis of this chapter depicts the teacher-learner dialogic interactions, the learner-learner dialogic interactions, learner-content dialogic interactions, glitches, and suggestions related to the use of WhatsApp groups in mathematics. Furthermore, the analysis shows the positive relationships among the three dialogic interactions.

Keywords: Teachers and learners’ voices; WhatsApp group; Mathematics education; Dialogic interactions (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-031-13927-7_17

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DOI: 10.1007/978-3-031-13927-7_17

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