Farouq Sessah Mensah vill med sin avhandling öka kunskapen om hur lärarstudenter i Ghana och Sverige förbereds för att undervisa matematik genom att integrera undervisningsteknologi.
Abstract in English
Instructional technology holds transformative potential for mathematics education, enabling rich conceptual understanding, fostering student engagement, and adaptive pedagogical strategies when used meaningfully. Although Ghana and Sweden have introduced policy mandates and curricular reforms that promote their integration, classroom uptake remains limited and uneven. Existing research often highlights either the benefits or the challenges, overlooking the formative processes through which pre-service teachers (PSTs) develop the didactic rationales required for theoretically grounded instructional technology use. This thesis addresses this gap by contributing to knowledge of how PSTs are prepared to teach mathematics by integrating instructional technology in Ghana and Sweden. Läs vidare >>
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