- Title
- Exploring visual probability teaching strategies for enhancing mathematical thinking in grade 11 classrooms
- Creator
- Nghidinwa, Lavinia Tangi-Jehova
- ThesisAdvisor
- Chikiwa, Clemence
- ThesisAdvisor
- Schäfer, Marc
- Subject
- Mathematics Study and teaching (Secondary) Namibia
- Subject
- Probabilities
- Subject
- Visualization
- Subject
- Learning models (Stochastic processes)
- Subject
- VIPROMaths project
- Date
- 2021-10-29
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/192002
- Identifier
- vital:45187
- Description
- This Namibian case study aimed to explore the use of visualisation tools associated with different teaching strategies in the teaching of probability concepts in Grade 11 by selected teachers, to promote mathematical thinking. This research project is an integral component of the VIPROMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. As a mathematics teacher, I have observed that mathematics teaching practices in our classrooms have relatively little connection with actual mathematics and as a result, teaching misses opportunities to promote mathematical thinking. This qualitative case study is underpinned by an interpretive paradigm and it is informed by the dual coding theory. Data was collected through survey questionnaires, reflective journals, field notes, observation schedules and stimulus-recall interviews. Firstly, I piloted my study by conducting a survey with the Grade 10-12 mathematics teachers in the Khomas region. The aim of this survey was to understand and explore how teachers in the Khomas region taught probability prior to the intervention programme. The data was analysed quantitatively using descriptive statistics such as tables and bar graphs. The findings from the survey necessitated the need for an intervention programme with some teachers in the region, focused on the use of visual tools to promote mathematical thinking. Lastly, three schools were selected from which three Grade 11 mathematics teachers were chosen to take part in an intervention programme. The goal was to observe how these three teachers use visual probability teaching strategies to enhance mathematical thinking after participating in an intervention programme. Lesson observations showed that all observed teachers used visual models to generate images and used models to develop a probability idea as well as to create platforms for classroom discussions. Interviews revealed that teachers’ views towards probability have shifted from that of being the centre of knowledge to that of a facilitator. As a result, teachers used different models to build on learners’ prior knowledge, to assess whether they grasped the probability concept and extend their teaching to real-life situations. This study concluded that the teachers need to consider using mathematical models for creating a platform for discussion to ensure that their verbal explanations are in line with the visuals incorporated. Coupled with that, the teachers’ correct use of visual probability teaching strategies has the potential of enhancing learners’ mathematical thinking. Therefore, teachers need to teach the learners how to create visuals for enhancing maximise understanding of probability concepts in mathematics. Furthermore, it is hoped that the findings will be useful to mathematics teachers, scholars and educators to improve the teaching of probability.
- Description
- Thesis (MEd) -- Faculty of Education, Education, 2021
- Format
- computer, online resource, application/pdf, 1 online resource (191 pages), pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Nghidinwa, Lavinia Tangi-Jehova
- Rights
- Attribution 4.0 International (CC BY 4.0)
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | NGHIDINWA-MED-TR21-283.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |