This study investigates mathematical knowledge for teaching. One Grade 8 teacher
was interviewed and observed for one week while teaching algebra to 8th graders. I
focused on mathematical problems that confronted her as she went about her work,
the mathematical work of teaching she grappled with, the knowledge resources she
called on as well as the algebraic activities that she presented to her learners.
The analysis shows that she wrestled with explaining, representing, questioning,
defining, working with learners’ ideas while restructuring tasks was entirely absent in
this practice. It was interesting to see that learners were exposed to representational,
transformational and reading activities of algebra and not the generalizing and
justifying activities of algebra. The analysis further shows that this teacher drew on
mathematics, curriculum and her experience in order to sustain her practice. Based on
the findings of this study I argue that mathematical knowledge for teaching in this
practice is empirical, with a strong focus on conventions as well as terminology; and
is characterized by representational, transformational and reading activities.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/5771 |
| Date | 20 October 2008 |
| Creators | Talasi, Tatolo |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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