Research-informed development of comprehensible isiXhosa teaching material: the Department of Basic Education Mental Starters doubling and halving unit
- Authors: Booi, Tabisa
- Date: 2024-10-11
- Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463680 , vital:76431
- Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
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- Authors: Booi, Tabisa
- Date: 2024-10-11
- Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463680 , vital:76431
- Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
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An investigation of the English language demands of mathematical texts on data handling used in intermediate phase mathematics
- Authors: Jones, Angela Peta
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Middle school education South Africa , Information storage and retrieval systems Mathematics , Language complexity , Textbooks Readability , Language arts Correlation with content subjects South Africa , Content area reading South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405259 , vital:70155
- Description: In the Intermediate Phase the majority of South African learners are transitioning from learning in their mother tongue to learning in English as well as from learning to read to reading to learn, and this is a major challenge. Textbooks are a key mediating artefact in the learning of mathematics and they present a challenge to the learner in terms of the language comprehension demands The data handling sections of mathematics textbooks are particularly dense in text. This is an important part of the mathematics curriculum as it is the beginning of statistical literacy learning. We need to be able to question, evaluate claims based on data, create arguments we can defend and use data meaningfully, it is thus crucial that learners acquire statistical literacy. This research sets out to examine the text in the data handling sections of four Intermediate Phase Mathematics book series in order to answer the following research question: What are the language comprehension demands of English mathematical texts on data handling that are used in South African Intermediate Phase Mathematics? The theories framing the study are Vygotsky’s sociocultural theory and Cummins’ second language acquisition theory. It is an interpretivist mixed method case study that takes the form of a document analysis.. The findings indicate that many units in the books analysed have a higher readability level than the grade level and will thus present a challenge to learners in terms of their ability to access the mathematical content. An analysis of the linguistic complexity revealed that the features contributing most to the complexity of the texts included words with seven or more letters, prepositional phrases, infinitives, complex verbs and complex/compound sentences. An examination of the non-textual elements revealed that most of them are accurate, connected, concise, contextual and these add to the comprehensibility although there were a few which could be possibly be distractors. It is hoped that the empirical findings of this study, will sensitise educators and publishers involved with the design of textbooks and workbooks to the type of language currently found and that they might give attention to the needs of English language learners when developing these texts. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Authors: Jones, Angela Peta
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Middle school education South Africa , Information storage and retrieval systems Mathematics , Language complexity , Textbooks Readability , Language arts Correlation with content subjects South Africa , Content area reading South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405259 , vital:70155
- Description: In the Intermediate Phase the majority of South African learners are transitioning from learning in their mother tongue to learning in English as well as from learning to read to reading to learn, and this is a major challenge. Textbooks are a key mediating artefact in the learning of mathematics and they present a challenge to the learner in terms of the language comprehension demands The data handling sections of mathematics textbooks are particularly dense in text. This is an important part of the mathematics curriculum as it is the beginning of statistical literacy learning. We need to be able to question, evaluate claims based on data, create arguments we can defend and use data meaningfully, it is thus crucial that learners acquire statistical literacy. This research sets out to examine the text in the data handling sections of four Intermediate Phase Mathematics book series in order to answer the following research question: What are the language comprehension demands of English mathematical texts on data handling that are used in South African Intermediate Phase Mathematics? The theories framing the study are Vygotsky’s sociocultural theory and Cummins’ second language acquisition theory. It is an interpretivist mixed method case study that takes the form of a document analysis.. The findings indicate that many units in the books analysed have a higher readability level than the grade level and will thus present a challenge to learners in terms of their ability to access the mathematical content. An analysis of the linguistic complexity revealed that the features contributing most to the complexity of the texts included words with seven or more letters, prepositional phrases, infinitives, complex verbs and complex/compound sentences. An examination of the non-textual elements revealed that most of them are accurate, connected, concise, contextual and these add to the comprehensibility although there were a few which could be possibly be distractors. It is hoped that the empirical findings of this study, will sensitise educators and publishers involved with the design of textbooks and workbooks to the type of language currently found and that they might give attention to the needs of English language learners when developing these texts. , Thesis (MEd) -- Faculty of Education, Education, 2022
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An exploration of the mathematical learner identities of high school learners who participated in after school mathematics clubs in primary school
- Authors: Hokonya, Wellington Munetsi
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) South Africa , Mathematics Study and teaching (Elementary) Activity programs South Africa , Identity (Psychology) in children , After-school programs South Africa , School children Attitudes , Mathematics Study and teaching Psychological aspects South Africa , South African Numeracy Chair Project (SANCP)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/189985 , vital:44953 , 10.21504/10962/189985
- Description: This study focuses on understanding mathematics learner identities of high school learners who participated in the South African Numeracy Chair Project after school mathematics clubs, an environment that afforded different mathematics identities from the traditional South African classroom. Mathematics learner identities feature prominently in current research on mathematics education because they affect whether and how learners engage in mathematics. They play a critical role in enhancing (or detracting from) learners’ attitudes, dispositions, emotional development, and general sense of self as they learn mathematics. Development of positive learner mathematical identity is therefore useful in making learners commit to their mathematics work. South African primary mathematics education is described as being in a state of crisis, and various programmes are being implemented to develop intervention models to improve quality and ensure the effective teaching and learning of primary mathematics. The South African Numeracy Chair Project initiative at Rhodes University provides for longitudinal research and development programmes with primary mathematics teachers and learners from previously disadvantaged schools, in order to find ways of mitigating the crisis. The after school mathematics clubs provide extra-curricular activities focused on developing a supportive learning community where learners’ active mathematical participation, engagement, enjoyment, and sense making are the focus. The clubs provide a supportive learning environment that is different to the traditional classroom and in which learners can participate actively and freely in mathematical activities. The study explores the nature of mathematics learner identities as learning trajectories that connect the past and future in negotiation of the present. It also seeks to discover how primary school club participation and experiences feature in the learners’ mathematical identities. The study employs two theoretical frameworks to analyse qualitative data that was gathered in the form of spoken and written stories, by 14 learners who participated in the after school mathematics clubs in primary school. The stories covered learners’ engagement in mathematics in different landscapes of practice that promoted the construction of different learner mathematical identities. A close analysis of the qualitative data revealed that learners’ mathematical identities are heavily influenced by the values that were foregrounded in the after school mathematics clubs. The clubs valued hard work and encouraged learners to ask for assistance when in doubt. In line with the club ethos, the learners storied resilience and hard work in their narratives. In addition, although many learners storied Mathematics as difficult in high school, they chose to continue taking the subject. , Thesis (PhD) -- Faculty of Education, Education, 2021
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- Authors: Hokonya, Wellington Munetsi
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) South Africa , Mathematics Study and teaching (Elementary) Activity programs South Africa , Identity (Psychology) in children , After-school programs South Africa , School children Attitudes , Mathematics Study and teaching Psychological aspects South Africa , South African Numeracy Chair Project (SANCP)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/189985 , vital:44953 , 10.21504/10962/189985
- Description: This study focuses on understanding mathematics learner identities of high school learners who participated in the South African Numeracy Chair Project after school mathematics clubs, an environment that afforded different mathematics identities from the traditional South African classroom. Mathematics learner identities feature prominently in current research on mathematics education because they affect whether and how learners engage in mathematics. They play a critical role in enhancing (or detracting from) learners’ attitudes, dispositions, emotional development, and general sense of self as they learn mathematics. Development of positive learner mathematical identity is therefore useful in making learners commit to their mathematics work. South African primary mathematics education is described as being in a state of crisis, and various programmes are being implemented to develop intervention models to improve quality and ensure the effective teaching and learning of primary mathematics. The South African Numeracy Chair Project initiative at Rhodes University provides for longitudinal research and development programmes with primary mathematics teachers and learners from previously disadvantaged schools, in order to find ways of mitigating the crisis. The after school mathematics clubs provide extra-curricular activities focused on developing a supportive learning community where learners’ active mathematical participation, engagement, enjoyment, and sense making are the focus. The clubs provide a supportive learning environment that is different to the traditional classroom and in which learners can participate actively and freely in mathematical activities. The study explores the nature of mathematics learner identities as learning trajectories that connect the past and future in negotiation of the present. It also seeks to discover how primary school club participation and experiences feature in the learners’ mathematical identities. The study employs two theoretical frameworks to analyse qualitative data that was gathered in the form of spoken and written stories, by 14 learners who participated in the after school mathematics clubs in primary school. The stories covered learners’ engagement in mathematics in different landscapes of practice that promoted the construction of different learner mathematical identities. A close analysis of the qualitative data revealed that learners’ mathematical identities are heavily influenced by the values that were foregrounded in the after school mathematics clubs. The clubs valued hard work and encouraged learners to ask for assistance when in doubt. In line with the club ethos, the learners storied resilience and hard work in their narratives. In addition, although many learners storied Mathematics as difficult in high school, they chose to continue taking the subject. , Thesis (PhD) -- Faculty of Education, Education, 2021
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BEd foundation phase fourth year student teachers’ self-efficacy beliefs towards teaching mathematics and the self-reported factors that influence these self-efficacy beliefs
- Authors: Harrison, Chloe
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Educational evaluation -- South Africa , Student teachers -- Training of -- South Africa , Student teachers -- Rating of -- South Africa , Social cognitive theory , Self-efficacy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147004 , vital:38584
- Description: The underperformance of mathematics teaching and learning is a pressing concern in South Africa. Many foundation phase in-service teachers show inadequate mathematics content knowledge which creates barriers to their learners acquiring adequate mathematics skills. Teacher training programmes offer a key opportunity to improve the instructional practices of teachers at foundation phase level. In order to improve the teaching skills of in-service teachers, one focus must be on teacher training programmes. Unfortunately, there are many foundation phase student teachers who are leaving the profession within the first few years of teaching reportedly due to low levels of motivation. This research investigates the self-efficacy beliefs of pre-service student teachers. It also focuses on foundation phase student teachers as they experience significant challenges to their self-efficacy beliefs in mathematics and mathematics teaching. Self-efficacy is the key theory of the study. It stems from Bandura’s social cognitive theory and is an individual’s judgments about their capabilities, skills and perceived performance. This qualitative research adopts an interpretivist approach which seeks to identify Bed foundation phase fourth year student teachers’ self-efficacy beliefs towards teaching mathematics and the self-reported factors influencing such beliefs. This research found that BEd foundation phase fourth year student teachers have low self-efficacy beliefs towards teaching mathematics. The purpose of this research is to raise awareness of the BEd student teachers’ low self-efficacy beliefs towards teaching mathematics. The results from this research will provide a platform for future intervention research, as well as potentially influencing student teacher training programmes.
- Full Text:
- Authors: Harrison, Chloe
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Educational evaluation -- South Africa , Student teachers -- Training of -- South Africa , Student teachers -- Rating of -- South Africa , Social cognitive theory , Self-efficacy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147004 , vital:38584
- Description: The underperformance of mathematics teaching and learning is a pressing concern in South Africa. Many foundation phase in-service teachers show inadequate mathematics content knowledge which creates barriers to their learners acquiring adequate mathematics skills. Teacher training programmes offer a key opportunity to improve the instructional practices of teachers at foundation phase level. In order to improve the teaching skills of in-service teachers, one focus must be on teacher training programmes. Unfortunately, there are many foundation phase student teachers who are leaving the profession within the first few years of teaching reportedly due to low levels of motivation. This research investigates the self-efficacy beliefs of pre-service student teachers. It also focuses on foundation phase student teachers as they experience significant challenges to their self-efficacy beliefs in mathematics and mathematics teaching. Self-efficacy is the key theory of the study. It stems from Bandura’s social cognitive theory and is an individual’s judgments about their capabilities, skills and perceived performance. This qualitative research adopts an interpretivist approach which seeks to identify Bed foundation phase fourth year student teachers’ self-efficacy beliefs towards teaching mathematics and the self-reported factors influencing such beliefs. This research found that BEd foundation phase fourth year student teachers have low self-efficacy beliefs towards teaching mathematics. The purpose of this research is to raise awareness of the BEd student teachers’ low self-efficacy beliefs towards teaching mathematics. The results from this research will provide a platform for future intervention research, as well as potentially influencing student teacher training programmes.
- Full Text:
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