This study explores the feelings, perceptions and experiences of Mathematics educators as they use classroom management to improve Mathematics education in the sampled four secondary schools in the Gauteng province. The main research question was to understand the place and role of effective classroom management in the improvement of mathematics education. In answering this question, the researcher collected data through purposively and conveniently selected four schools in Gauteng province. The researcher engaged the Mathematics head of department and Mathematics educators of participating schools to conduct face-to-face semi-structured interviews with heads of departments, and focus group discussions with Mathematics educators. Data was also collected through limited observation of different administrative aspects in Mathematics classrooms. Data collected was thematically analysed. The data analysis resulted in four main themes emerging. Overall, it was identified that Mathematics educators are expected to perform multiple tasks which necessitate good classroom management skills thereby enhancing an improvement in the performance of learners. From the data obtained, analysed and discussed, the study established that good Mathematics teaching cannot be separated from effectively managing classes, and that effective classroom management is a necessity in Gauteng province. Several elements which enhance effective classroom management were found to be, possession of relevant and adequate resources in the form of material and physical or material, educator professional skills and characteristics, parental and school management support as well as positive learner participation. it was seen that educators were facing several challenges which interfere with their efforts to restore and maintain an organised teaching–learning environment. / Educational Management and Leadership / Ph. D. (Educational Management)

This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject. / Educational Studies / M. Ed. (Didactics)

Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. / Further Teacher Education / D.Ed. (Curriculum Studies)

This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject. / Educational Studies / M. Ed. (Didactics)

Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. / Further Teacher Education / D.Ed. (Curriculum Studies)

The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools in the King Williamstown Education District. It stems from the premise that curriculum design is plausible explanation for Mathematics achievement. In pursuit of this line of thought, the study looked at curriculum design types such as linear, sequential, and spiral arrangement of contents, as well as curriculum design aspects such as sequencing, progression, integration, pacing and organisation of contents. The study also looked at the perceptions educators and subject advisors have with respect to the bearing that these aspects have on underachievement in Mathematics. The interpretive paradigm was used to frame and focus the study. The sample included five schools selected on purpose, with underperformance in Mathematics as an inclusion criterion. These schools constituted the cases of this research. Data was obtained from the interviews which were conducted with the Mathematics educators of the selected schools, and the Mathematics subject advisor of the district to find out about their perceptions with regard to the impact of Mathematics curriculum design on students’ underachievement in Grade 12. In addition, the contents of the National Curriculum Statement for Mathematics documents were analysed. The findings revealed that the scope (contents coverage) is too wide, and that the skills which are supposed to be developed in learners per term are not fully developed. Time allocation is unreasonably limited as a result learners are unable to cover the scope for the term. Revisiting of topics done every year in a spiral fashion is good but the balance between superficiality and depth is not achieved, and that it is done without checking and understanding learners’ previous knowledge on the topic. The sequencing of certain topics has to be looked into and revised. The study also revealed that Mathematics curriculum design, link and progression from primary to high school is good but not all details covered which leave students with content gaps that impede the learning of certain topics. The researcher came out with the following recommendations: From this case study, it appears that teachers still need more empowerment in NCS. Educators still need training on the NCS so they can be confident with the Mathematics NCS content. In most schools the scope is not covered and skills that are supposed to be developed in learners every term are not developed because of slow learners and the time factor. Therefore, the Department of education needs to give the scope taking into consideration the slow learners and make sure that the time they give every term also takes into consideration the time used for tests. It also appears that the learners are slow because of the language barrier. Educators spend a lot of time saying the same things to the learners so that they can understand. Since the learners do almost all the subjects in English and write their examination in English if they are from an English medium school, it would be a good idea for the DOE to introduce English to the learners as early as grade R, as in the model C schools. If that is done, it might remove the language barrier and hence reduce underachievement in Mathematics. It appears that the educators revisit topics every year but do not balance superficiality and depth. Educators should be encouraged to take every topic seriously every year and not just repeat what they covered in the previous grade. They should use it as a base for the new content. If that is done, it might help the achievement in Mathematics.