Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2020 / The purpose of this study was to explore the Pedagogical Content Knowledge (PCK) of Intermediate Phase teachers in the teaching of decimal fractions to Grade 6 learners. The study followed a qualitative research approach whereby a case study design was adopted. Three Grade 6 teachers were selected using a purposive sampling strategy to form part of the study. Shulman‟s (1986) Theory of Teacher Knowledge was used to guide the entire study. Data were collected through lesson observations, semi-structured interviews and document analysis. Data were analysed and interpreted using the Argyris, Putman and Smith‟s Ladder of Inference.
The study established that Grade 6 teachers lacked PCK in the teaching of decimal fractions. Teachers lacked confidence in the teaching of decimals. The analysis of data also revealed that teachers‟ knowledge of decimal fractions was poor, and that teachers experienced challenges in teaching decimal fractions. Generally, decimal fractions were found to be difficult for teachers to teach. This led to the conclusion that teachers lack Pedagogical Content Knowledge in the teaching of decimal fractions.
These findings, though not generalizable to a wider population, provide useful information for further research and insights of what Grade 6 mathematics teachers may be experiencing in their classrooms. The findings may help teachers improve their teaching. They also have implications for teacher-education institutions as they may restructure their teaching programmes, both for pre-service and in-service teachers.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/3391 |
| Date | January 2020 |
| Creators | Moremi, Ntsako Shereen |
| Contributors | Themane, K. M., Maphutha, B. K. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | xiv, 149 leaves |
| Relation |
Page generated in 0.0026 seconds