Year: 2017
Type: dissertation
Abstract: Learner performance in South Africa is poor in comparison with other countries as \na result of poor teaching. At the core of the concern about learners' performance in \nmathematics in South Africa lies a controversy regarding how mathematics should \nbe taught. The purpose of this study was to explore Grade 8 mathematics teachers' \ncreation and utilisation of opportunities for learners to develop mathematical \nunderstanding in their classrooms. To accomplish this, an explorative case study \nwas conducted to explore three mathematics teachers' instructional practices by \nusing Schoenfeld et al.'s (2014) five dimensions of Teaching for the Robust \nUnderstanding of Mathematics (TRU Math) scheme, namely, the mathematics, \ncognitive demand, access to mathematical content, mathematical agency, authority \nand identity and uses of assessment. The three participants were conveniently \nselected from three private schools in Mpumalanga. The data collected consist of a \ndocument analysis, two lessons observations and a post-observation interview per \nteacher. \nThis study revealed that only one of the three teachers applied all Schoenfeld et \nal.'s (2014) TRU Math dimensions. The dimension identified which the teachers \napplied most in their classrooms was the mathematics. The dimensions identified \nwhere teachers still lack skills were cognitive demand, access to mathematical \ncontent, agency, authority and identity, and uses of assessment. This study \nrevealed that the content of most tasks and lessons was focused and coherent, and \nbuilt meaningful connections. However, the content did not engage learners in \nimportant mathematical content or provided opportunities for learners to apply the \ncontent to solve real-life problems. Due to the small sample used, the results from \nthis study cannot be generalised. However, I hope that the findings will contribute \nto student-teacher training and in-service teacher training in both government and \nprivate schools. Future research could possibly build on this study by examining \nthe learners and how they learn with understanding by using the TRU Math \ndimensions.
Author: Gerdi de Jager
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2622546667