An exploration into how Grade 3 Foundation Phase teachers implement differentiated instructional practices in their mathematics classrooms
- Authors: Jack, Nomzamo Bridget
- Date: 2023-10-13
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Differentiated instruction , Inclusive education , Mathematics teachers Training of , English-medium instruction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424057 , vital:72120
- Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Jack, Nomzamo Bridget
- Date: 2023-10-13
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Differentiated instruction , Inclusive education , Mathematics teachers Training of , English-medium instruction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424057 , vital:72120
- Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
The use of lesson study to support grade 2 teachers in implementing differentiated instruction to develop learners’ reading comprehension skills
- Authors: Shipanga, Elizabeth Magano
- Date: 2022-10-14
- Subjects: Reading comprehension Study and teaching (Elementary) Namibia , Lesson study , Differentiated instruction , Teaching Social aspects Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405390 , vital:70167
- Description: Research has found that learners in Namibia have poor reading comprehension (UNESCO, 2017). The Ministry of Education Arts and Culture (MoEAC) is concerned that teachers do not have the required pedagogical content knowledge to teach reading, and particularly reading comprehension in English Second Language. In addition, the MoEAC (2015) advocates for Differentiated Instruction (DI) to accommodate the needs of all learners in the classroom. Despite, numerous Continuous Professional Development programs, there has not been much change in the way teachers teach reading. The Lesson Study (LS) approach is viewed as a means to support teachers’ professional development. It provides teachers with the agency to take responsibility for their own professional development. It is against this background that an interpretivist action research was utilised to ascertain how LS can be used to support Grade 2 teachers in implementing DI to develop learners’ reading comprehension skill. This study asked the question: How can Lesson Study be used to support Grade 2 teachers in implementing Differentiated Instruction to develop the learners’ reading comprehension? Data was generated through observations, document analysis and interviews. The Theory of Practice Architectures was used to analyse data. As teachers we began this study with knowledge of the goals and terminology of DI but lacked the competence to implement it. The LS process used in the study enhanced teamwork as we planned, taught, observed each other, and reflected on the lessons taught during the intervention. We shared diverse insights in a supportive environment. Despite still novices with LS and DI we worked on redesigning lessons to become more intentional in catering for the needs of all learners in developing their reading comprehension in English Second Language. The emerging evidence from this and other studies is that LS is a very useful vehicle for Continuous Professional Development (CPD), but it is time consuming and in this study planning and reflecting on the lessons had to occur after hours. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Shipanga, Elizabeth Magano
- Date: 2022-10-14
- Subjects: Reading comprehension Study and teaching (Elementary) Namibia , Lesson study , Differentiated instruction , Teaching Social aspects Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405390 , vital:70167
- Description: Research has found that learners in Namibia have poor reading comprehension (UNESCO, 2017). The Ministry of Education Arts and Culture (MoEAC) is concerned that teachers do not have the required pedagogical content knowledge to teach reading, and particularly reading comprehension in English Second Language. In addition, the MoEAC (2015) advocates for Differentiated Instruction (DI) to accommodate the needs of all learners in the classroom. Despite, numerous Continuous Professional Development programs, there has not been much change in the way teachers teach reading. The Lesson Study (LS) approach is viewed as a means to support teachers’ professional development. It provides teachers with the agency to take responsibility for their own professional development. It is against this background that an interpretivist action research was utilised to ascertain how LS can be used to support Grade 2 teachers in implementing DI to develop learners’ reading comprehension skill. This study asked the question: How can Lesson Study be used to support Grade 2 teachers in implementing Differentiated Instruction to develop the learners’ reading comprehension? Data was generated through observations, document analysis and interviews. The Theory of Practice Architectures was used to analyse data. As teachers we began this study with knowledge of the goals and terminology of DI but lacked the competence to implement it. The LS process used in the study enhanced teamwork as we planned, taught, observed each other, and reflected on the lessons taught during the intervention. We shared diverse insights in a supportive environment. Despite still novices with LS and DI we worked on redesigning lessons to become more intentional in catering for the needs of all learners in developing their reading comprehension in English Second Language. The emerging evidence from this and other studies is that LS is a very useful vehicle for Continuous Professional Development (CPD), but it is time consuming and in this study planning and reflecting on the lessons had to occur after hours. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
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