This paper presents findings from a pilot study that investigated the extent to which teachers make
connections between mathematical concepts and concepts from other disciplines. Data from concept
maps and interviews were collected. The analysis revealed that the kinds of connections teachers
made are closely tied to teachers’ disciplines of specialisation. The findings suggest that for some
teachers, though desirable, it may not be feasible to require them to make connections with
disciplines that are not within their areas of specialisation. This presents tensions for learners
learning mathematics in classrooms where opportunities for making connections between
mathematics and other learning areas are available but are neither taken up nor appropriately used
by teachers.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:tut/oai:encore.tut.ac.za:d1000702 |
| Date | 07 1900 |
| Creators | Mwakapenda, W, Dhlamini, J |
| Publisher | Pythagoras |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | |
| Rights | Pythagoras |
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