Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2007. / This thesis deals with my practice as a mathematics teacher at a post-matric programme at the
University of Stellenbosch. I use aspects of three different approaches to social science research,
namely phenomenology, narrative inquiry and the discipline of noticing, to research my personal
experiences. These experiences include learning mathematics at school and university as well as
teaching mathematics in a post-matric programme. These experiences are presented by means of briefbut-
vivid descriptions, journal entries and records of classroom conversations and are reflected on in
the light of relevant literature.
The reflections and readings lead to alternative ways of thinking about learning, teaching and
researching as found in the cognitive theory of enactivism. These new ways of thinking are used to
reflect on my current practice by focusing particularly on knowing, listening and noticing and are used
to imagine what my practice could look like in the future.
My approach, framework, focus areas and imagined practice all emerge during the research process.
This process is presented through ‘behind-the-scene’ reflections on my own experiences of doing
research. By presenting these experiences, this thesis also deals with the process of doing research – in
particular it deals with the process of using an emergent design.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/2825 |
| Date | 12 1900 |
| Creators | Mostert, Ingrid Elizabeth |
| Contributors | Le Grange, L. L. L., Smit, J. H., University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1391885 bytes, application/pdf |
| Rights | University of Stellenbosch |
Page generated in 0.0024 seconds