Learner performance in South Africa is poor in comparison with other countries as
a result of poor teaching. At the core of the concern about learners' performance in
mathematics in South Africa lies a controversy regarding how mathematics should
be taught. The purpose of this study was to explore Grade 8 mathematics teachers'
creation and utilisation of opportunities for learners to develop mathematical
understanding in their classrooms. To accomplish this, an explorative case study
was conducted to explore three mathematics teachers' instructional practices by
using Schoenfeld et al.'s (2014) five dimensions of Teaching for the Robust
Understanding of Mathematics (TRU Math) scheme, namely, the mathematics,
cognitive demand, access to mathematical content, mathematical agency, authority
and identity and uses of assessment. The three participants were conveniently
selected from three private schools in Mpumalanga. The data collected consist of a
document analysis, two lessons observations and a post-observation interview per
teacher.
This study revealed that only one of the three teachers applied all Schoenfeld et
al.'s (2014) TRU Math dimensions. The dimension identified which the teachers
applied most in their classrooms was the mathematics. The dimensions identified
where teachers still lack skills were cognitive demand, access to mathematical
content, agency, authority and identity, and uses of assessment. This study
revealed that the content of most tasks and lessons was focused and coherent, and
built meaningful connections. However, the content did not engage learners in
important mathematical content or provided opportunities for learners to apply the
content to solve real-life problems. Due to the small sample used, the results from
this study cannot be generalised. However, I hope that the findings will contribute
to student-teacher training and in-service teacher training in both government and
private schools. Future research could possibly build on this study by examining
the learners and how they learn with understanding by using the TRU Math
dimensions. / Dissertation (MEd)--University of Pretoria, 2016. / Science, Mathematics and Technology Education / MEd / Unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/60992 |
| Date | January 2016 |
| Creators | de Jager, Gerdi |
| Contributors | Botha, Jan Jakobus, gerdi.stols@gmail.com, Van Putten, Sonja |
| Publisher | University of Pretoria |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Rights | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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