Globally, the importance of teaching mathematics to young children has rapidly increased. The concepts of space and shape are one of the mathematical content areas of mathematics that young children should explore, and Grade R teachers ought to understand and implement. Numerous theorists, researchers and authors have provided valuable insights and research on why Grade R teachers should be effectively teaching the mathematical content of knowledge of space and shape in their classrooms. In South Africa, several influences and contributing factors make it a challenge for Grade R teachers to implement the mathematical content knowledge of space and shape. This study sought to gain an insight in how Grade R teachers understand and implement the mathematical content knowledge of space and shape. The conceptual framework was developed from existing theories and research literature. A constructivist approach was followed. The framework comprised six levels to explain how Grade R teachers’ mathematical and pedagogical knowledge develops. The framework assisted in formulating questions and methods for the data collection process. The collected data was organised, transcribed and analysed. The study employed a qualitative case study design to generate data from five Grade R teachers’ experiences, views, ideas, opinions and perceptions on teaching the mathematical concepts of space and shape. Data were collected from the five teachers through participant observations, semi-structured interviews, documents and keeping a journal. The data analyses and findings support the themes and subthemes to answer the research questions. The findings from the research revealed that teachers should implement various innovative teaching approaches to facilitate active participation, so that the children could make their own meaning and understanding of the mathematical content of space and shape. Age-appropriate content and materials that scaffolds on children’s prior knowledge were found to be important strategies for effective teaching and learning. Teachers and their schools have a responsibility to establish positive learning environments as well as positive learning experiences for the children. The teachers in the study raised their concerns about the Curriculum and Assessment Policy Statements as they felt that they lacked creativity and guidance. Various factors with a negative impact on teaching and learning were identified and recommendations were made for improvement. The study concludes that Grade R teachers would benefit from gaining an in-depth understanding of the effective implementation of the mathematical content knowledge of space and shape. / Dissertation (MEd)--University of Pretoria, 2018. / Early Childhood Education / MEd / Unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/65443 |
| Date | January 2018 |
| Creators | McLachlan, Justiné |
| Contributors | Hartell, Cycil George, mclachlan.justine@gmail.com, Bosman, Linda |
| Publisher | University of Pretoria |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Rights | � 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
Page generated in 0.0019 seconds