A study of mathematics teacher identity as shaped through participation in a mathematics teacher professional development programme
- Authors: Kangela, Nyameka
- Date: 2017
- Subjects: Mathematics Teacher Enrichment Programme (MTEP) (Rhodes University) , Mathematics teachers -- Psychology , Mathematics teachers -- Psychology -- Case studies , Mathematics teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/7832 , vital:21305
- Description: There is an abundance of evidence suggesting that all is not well in mathematics education in South Africa. It is also common cause that the role of mathematics teachers is central to finding sustainable solutions to what is commonly referred to as a mathematics crisis. The purpose of this study is to explore the process of change in selected mathematics teachers’ identities as they participated in a mathematics teacher Professional Development Programme (PDP) at Rhodes University. The core of the PDP was a teacher enrichment programme called the Mathematics Teacher Enrichment Programme (MTEP), under the aegis of the First Rand Foundation (FRF) Mathematics Education Chair at Rhodes University. MTEP foregrounded and emphasized the teaching of mathematics for conceptual understanding. The research approach was qualitative, and it used elements of the methods associated with educational ethnography. The data was collected from five teachers from five different schools that participated in the FRF Maths Chair project. I used Wenger’s (1998) three modes of belonging to analyse the identities of the five participants. This was achieved through analysing the teachers’ practice with a particular focus on teaching for conceptual understanding. I used Sfard & Prusak’s (2005) framework to analyse the participants’ journey from an actual to a designated identity through their participation in MTEP. The participants’ changing sense of belonging to MTEP was a key element in transforming their practice to teaching for conceptual understanding. I assumed the role of a participant observer during MTEP sessions, and of an outside observer as a researcher.The study found that the selected teachers’ participation in the MTEP community of practice strongly encouraged them to accumulate shared histories of learning and teaching. The study found that as participating teachers adopted and grew into their designated identity they partially embraced and implemented a conceptual teaching approach. The gap between their actual and their designated identity was partly closed as they sought to align their teaching with MTEP’s goal of conceptual teaching.
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- Date Issued: 2017
An investigation into the mathematics knowledge for teaching required to develop grade 2 learners’ number sense through counting
- Authors: Chikiwa, Samukeliso
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Number concept in children -- South Africa , Number concept -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6042 , vital:21019
- Description: Poor learner performance in mathematics has a long-standing record in South Africa. More than two decades after attainment of democracy South Africa is still seeking ways of addressing this crisis. Research around poor mathematics points to a number of factors, however, the dominant being that South African teachers lack both mathematics content and the pedagogical knowledge to teach it effectively. Ball, Thames and Phelps (2008) refer to the knowledge to teach mathematics effectively as Mathematics Knowledge for Teaching [MKfT]. MKfT combines the knowledge of both the content with the pedagogical skills. Mathematics teachers in South Africa are said to lack MKfT to teach mathematics in ways that enhance conceptual understanding and the effect of this deficiency is felt as far back in the education system as Foundation Phase. Research suggests Foundation Phase teachers do not develop the learners’ number sense well enough to equip them with essential mathematical strategies and proficiency that would help them learn mathematics with ease and understanding. This deficit expands as learners move up the grades. My qualitative research, case study approach was employed to investigate MKfT enacted in the teaching of an expert Foundation Phase teacher, which she used while developing number sense in her Grade Two learners. A key aim is to inform fellow Foundation Phase teachers and Foundation Phase teacher educators, both in-service and in-training, of the key aspects of MKfT required in developing number sense. The study found that Foundation Phase teaching requires employment of all the domains of the MKfT to develop number sense to Grade 2 learners. These domains are complexly interconnected and interdependent and the research shows that while one needs the full set to be able to teach effectively, the expertise becomes visible in the seamless and somewhat automated interweaving of these domains. Furthermore, the research will illuminate how such seamless and automated interweaving can render the individual domains difficult to discern.
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- Date Issued: 2017