An investigation into the role of lesson study in developing teachers’ mathematics content and pedagogical content knowledge
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
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Exploring how Grade 9 Physical Science teachers mediate learning of the topic of chemical changes
- Likando, Orrice Munukayumbwa
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
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The development of grade one teachers’ mathematics and pedagogical content knowledge through participation in a collaborative intervention
- Authors: Mutlane, Kedisaletse Stella
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Northern Cape , Pedagogical content knowledge , Mathematics teachers -- Training of -- South Africa -- Northern Cape , Lesson planning -- South Africa -- Northern Cape , Teaching teams -- South Africa -- Northern Cape , Cultural Historical Activity Theory (CHAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177370 , vital:42815
- Description: The “South African education system is grossly inefficient, severely underperforming and egregiously unfair” (Spaull, 2013, p.3). In particular, grave concerns with learner performance in mathematics in South Africa are well documented (e.g., Taylor, 2008; Spaull, 2013; Venkat & Spaull, 2015). There are various explanations for the poor state of learner performance in mathematics in South Africa. Two of the explanations that relate closely to my research interest are teachers’ insufficient mathematics content and pedagogical knowledge, and inappropriate professional development. This study aims to ascertain how a collaborative intervention can develop teachers’ mathematics and pedagogical content knowledge as they focus on developing learners’ foundational number sense. Cultural Historical Activity Theory, together with Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowlands & Turner, 2007) frameworks, provide the explanatory and analytic tools for the research. The research is a qualitative case study underpinned by an interpretivist orientation. The study was conducted at a township public primary school in the Northern Cape. Three Grade One teachers participated in the research. Data was collected through interviews, classroom observations, and videos of collaborative lesson planning and reflection sessions. A key finding emerging from this research is that the teachers had the necessary mathematics content knowledge to teach Grade One mathematics. Despite this and in contrast to it, they lacked adequate pedagogical content knowledge required to develop learners’ number sense. To develop their pedagogical content knowledge, they required the intervention of a ‘more knowledgable other’ (Vygotsky, 2008). Several contradictions and tensions emerged from the research. For example, the teachers expressed that the opportunity to work collaboratively was beneficial, but it was evident that they were familiar with and accomplished in planning and working together. The contradictions emerging from this research provide an opportunity and basis for expansive learning for future collaborative teacher endeavours. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Authors: Mutlane, Kedisaletse Stella
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Northern Cape , Pedagogical content knowledge , Mathematics teachers -- Training of -- South Africa -- Northern Cape , Lesson planning -- South Africa -- Northern Cape , Teaching teams -- South Africa -- Northern Cape , Cultural Historical Activity Theory (CHAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177370 , vital:42815
- Description: The “South African education system is grossly inefficient, severely underperforming and egregiously unfair” (Spaull, 2013, p.3). In particular, grave concerns with learner performance in mathematics in South Africa are well documented (e.g., Taylor, 2008; Spaull, 2013; Venkat & Spaull, 2015). There are various explanations for the poor state of learner performance in mathematics in South Africa. Two of the explanations that relate closely to my research interest are teachers’ insufficient mathematics content and pedagogical knowledge, and inappropriate professional development. This study aims to ascertain how a collaborative intervention can develop teachers’ mathematics and pedagogical content knowledge as they focus on developing learners’ foundational number sense. Cultural Historical Activity Theory, together with Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowlands & Turner, 2007) frameworks, provide the explanatory and analytic tools for the research. The research is a qualitative case study underpinned by an interpretivist orientation. The study was conducted at a township public primary school in the Northern Cape. Three Grade One teachers participated in the research. Data was collected through interviews, classroom observations, and videos of collaborative lesson planning and reflection sessions. A key finding emerging from this research is that the teachers had the necessary mathematics content knowledge to teach Grade One mathematics. Despite this and in contrast to it, they lacked adequate pedagogical content knowledge required to develop learners’ number sense. To develop their pedagogical content knowledge, they required the intervention of a ‘more knowledgable other’ (Vygotsky, 2008). Several contradictions and tensions emerged from the research. For example, the teachers expressed that the opportunity to work collaboratively was beneficial, but it was evident that they were familiar with and accomplished in planning and working together. The contradictions emerging from this research provide an opportunity and basis for expansive learning for future collaborative teacher endeavours. , Thesis (MEd) -- Faculty of Education, Education, 2021
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Using the indigenous technology of dyeing and weaving African baskets as a cultural tool to mediate learning of chemical and physical changes
- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
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