GRADE 3 MATHEMATICS COMMON PROVINCIAL ASSESSMENT TASK ITEM ANALYSIS
5.2 Summary of chapters
Chapter One presented the background of the study at hand. It presented the title: SAs’
reflections of the supervision of Grade 3 Mathematics CAPS implementation. The focus and purpose of the study were also presented. The chapter furthermore informed us that the study will be conducted in the four districts of the Mpumalanga Province. The rationale that I am conducting the study because of personal interest was also highlighted, including the significance of conducting the study. A brief explanation of the research approach, research methods, and sampling methodology was also shown. The chapter also informed the readers that the objectives of the study are to:
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1. To identify SAs' reflections of the supervision of Grade 3 Mathematics CAPS implementation.
2. To explain the reasons why SAs reflect in a particular way.
To achieve the objectives, the following research questions were asked:
1. What are the SAs' reflections of the supervision of Grade 3 Mathematics CAPS implementation?
2. Why do SAs have particular reflections on Grade 3 Mathematics curriculum?
In Chapter One I pointed out the research design and methodology that was used in this study by outlining the research paradigm (critical paradigm), research style (action research), sampling (purposive and convenience sampling), data analysis, ethical clearance, trustworthiness and limitations of the study.
Chapter Two, in addressing the issue at hand, reviewed literature and summarised evidence of the four main areas of this study (SAs‘ reflections, the curriculum, competence and performance curriculum, and curriculum implementation) as framed by the curricular spider web as conceptual framework. The chapter first discussed why it is important for educators to reflect on their experiences. Literature revealed that reflections are important because, firstly, education is viewed as the servant of the economy and teachers as technicians. Secondly, education is viewed as an agent of social change and educators are seen as innovative professionals (Bell & Gilbert, 1994; Killen, 2007). A definition of reflections was also presented from various studies (Kabilan, 2007; Killen, 2007 & Dewey, 1933). The importance of reflections was also discussed at length. Furthermore, the SAs‘ reflections were categorised according to three levels of reflections identified by Van Manen (1977), which are the technical level, the practical level and the critical level of reflection. Through the generated data in the two cycles of reflection, findings revealed that SAs reflections fit the three levels of reflections. The chapter further defined the curriculum, its five levels (supra, macro, meso, micro and nano) and presented the three forms of curriculum (intended, implemented and attained) with the main focus on the intended and the implemented curriculum.
Lastly, Chapter Two presented the curricular spider web as the conceptual framework of this study. Literature was reviewed against the ten concepts of the spider web as presented by Van den Akker et al. (2009) i.e. rationale, accessibility, goals, content, resources, roles location,
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time and assessment. Literature revealed that the personal rationale for supervision is the one that informs whether the SAs supervise for societal or professional/content reasons.
Furthermore, the rationale for supervision drives the success for all the other concepts with assessment being the strongest of all concepts in curriculum implementation. This is consistent with Van den Akker‘s (2003) and Berkvens et al.’s (2014) argument that it is difficult to maintain consistency and balance between the various components of a curriculum and this leads to the intended curriculum not attaining the desired objectives. The strengths and gaps of each concept were identified within their propositions.
Chapter Three detailed the research methods used in this study, including the research paradigm, research approach, sampling, data generation methods, trustworthiness, data analysis, ethical considerations and limitations of the study. The study is a qualitative action research within the critical paradigm. Eight Foundation Phase SAs were purposively and conveniently sampled from the four districts of Mpumalanga province as they were the most suitable for this study (Lodico et al. 2010). Over and above understanding the phenomenon, which is the SAs‘ reflections of the supervision of Grade 3 Mathematics CAPS implementation, the aim was also for the participants to transform their practice in order to improve learners‘ performance in Mathematics as an exit Grade in the Foundation Phase.
Reflective Activities, semi-structured interviews and focus groups discussions were used in two reflection cycles as data generation methods of this study. The SAs had to reflect, plan, implement, observe and reflect again, following the reflection cycle.
Trustworthiness was ensured by paying more attention to the elements of credibility, dependability, conformability and transferability. The chapter also presented guided analysis as the analysis framework of the study and explained how it uses both the inductive and deductive reasoning approaches. The chapter also outlined how the ethical considerations were addressed. These principles (autonomy, non-maleficence and beneficence) were outlined clearly in the informed consent letter which the participants were requested to sign before participating in the study. Furthermore, the chapter informed us that permission to conduct the study was sought from the University of KwaZulu-Natal and Mpumalanga Provincial Department of Education. Lastly, the chapter highlighted possible limitations of the study and how these limitations will be overcome if they manifest.
Chapter Four, which may be viewed as the core of this study, presented, analysed and discussed the action research findings according to the ten themes of the curricular spider
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web. In this chapter, the SAs‘ responses were transcribed and presented mostly in a form of direct quotations so as not to lose authenticity. The summary of findings from the analysed data and some conclusions drawn are presented below.