Text in Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum
underwent dramatic changes in order to meet the new objectives in mathematics. This has
placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks
and mathematics teachers to enhance the cognitive development of learners.
This study takes the view that:
What happens in the class is what you get.
Based on the above statement, the foundation of mathematics teaching, namely the mathematics
curriculum, the mathematics textbook and the teacher’s instruction in the teaching
venue were scrutinised. During a diagnostic examination of teachers’ interpretation,
knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching
emerged: The most important finding of TIMMS is that the differences in performance in
mathematics between different countries can be linked to the way teachers interpret and
present the content of mathematics. Research has revealed that the interaction of teachers
with curriculum content follow a dynamic and constructive application instead of direct application
based on the mathematics curriculum.
Teachers often change the prescriptions and order of content in the mathematics curriculum
to suit their teaching style, knowledge and previous experience. Consequently, align application
of mathematical concepts and skills does not take place and this creates a gap in learners’
cognitive development. It also leaves a gap in the application of the Type 5 cognitive
development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need.
Authors of mathematics textbooks present their own vision, interpretation and style in mathematics
textbooks, which influences the order of mathematics content and concepts. The
result is that mathematics content and concepts are at times not aligned with representations
in the mathematics curriculum and objectives are therefore not reached. The different interpretations
of mathematics textbooks by teachers differ greatly and these differences place
great pressure on teachers to decide how the mathematics textbook will be used in the
teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the
cause of action research which will enable teachers to make a professional analysis which
they can use.
Because a variety of mathematics textbooks are selected for use in schools, teachers assume
that these approved mathematics textbooks focus on the curriculum. They therefore
slavishly follow the mathematics textbooks without consulting the mathematics curriculum.
Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics
content leave a big gap in their own alignment of mathematics teaching.
To satisfy this need, an assessment profile and an methodology for alignment are provided
to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die
wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in
wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers
en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe
ontwikkeling van leerders te bevorder.
In hierdie studie is van die volgende standpunt uitgegaan:
What happens in the class is what you get.
Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum,
wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n
diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die
wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende
probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van
TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse
waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en
konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die
wiskundekurrikulum.
Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van
inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen
inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in
leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe
kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van
begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte
voorsien.
Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in
wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met
voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal
van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref
die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer.
In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing
geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir
gebruik.
As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole
neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is.
Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te
raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude
deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig.
Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te
monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/13982 |
| Date | 10 1900 |
| Creators | Van der Merwe, Wynand Johannes |
| Contributors | Dicker, Anne-Mari |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xxii, 325, [95] leaves) : ill. (some col.) |
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