This study is an action research project where I study my own practice in giving
feedback in investigative tasks. The aim is to find ways of improving my feedback by
engaging learners in conversation and eliciting misconceptions. The study is framed
by a sociocultural view of learning and teaching. The study was conducted in a high
school with a class of Grade 10 learners who worked on an investigative task and six
lessons were video recorded. Analysis was based on the investigative task, feedback
given to learners, misconceptions that arose and conversations that took place
during the lessons. The findings are that when developing an investigative task, the
teacher should look for mathematical processes that can be developed as learners
work on it. I found that I both took up and missed opportunities to work with learners’
misconceptions and that four components of mathematical conversations:
questioning, explaining mathematical ideas, sources of mathematical ideas and
responsibility were present at different levels in my classroom. On the basis of my
findings I make a number of recommendations for my own further practice and for
other teachers.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/8455 |
| Date | 16 August 2010 |
| Creators | Mathenjwa, Lerato Josephine |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf, application/pdf, application/pdf |
Page generated in 0.0019 seconds