The thesis aims to explore their understanding of the teaching of mathematics in the class R class. The results revealed that in-service teachers had an insufficient understanding of mathematics teaching and this has a negative impact on mathematics teaching in the R class. ii.
Background: Physical features of the country and the
In the second chapter, there is a review of the relevant literature to investigate the understanding of mathematics teaching in grade R by in-service teachers. This study aimed to explore in-service teachers' understanding of mathematics teaching in Grade R.
Statement of research problem
Literature Review
How do in-service teachers' understanding of mathematics teaching affect their teaching of mathematics in the R classroom.How do in-service teachers' understanding of mathematics teaching affect their teaching of mathematics in the R classroom.
Rationale The purpose of the study
Objectives
Research questions
Theoretical Framework
The purpose of the study is to explore in-service teachers' Understanding of teaching mathematics in Grade R class. The purpose of the study is to explore in-service teachers' Understanding of the Teaching of Mathematics in Grade R class.
Early Childhood Education in Lesotho
Research Design and Methodology
- Research Paradigm
- Research Approach
- Case Study
- Sampling
- Data analysis
The research aimed to achieve an in-depth understanding of teachers' understanding of mathematics education in grade R; hence the qualitative approach allowed me to communicate intensively with the participants by engaging in face-to-face interactions with them, and by talking to them and seeing them behave in their everyday context (Creswell, 2011, p .45). The sample size for the case study approach I adopted was therefore five schools and five in-service teachers in three districts of the country, namely Berea, Maseru and Mohale's Hoek.
Definition of terms
The findings revealed that the teachers from the five case study schools (teachers Itumeleng, Ntsoaki, Manyai, Moliehi and Tselane) had a similar understanding of the effective teaching of mathematics in grade R. The findings indicated that the teachers had similar had understanding regarding planning the teaching and learning of mathematics in grade R.
Brief overview of this study
Conclusion
This chapter presents a review of various publications that have been identified as relevant to research on in-service teachers' understanding of mathematics teaching in Grade R. The literature review focuses on the following: First, a discussion of the main content. Areas of mathematics for grade R students are presented.
Major content areas of mathematics for Grade R
In this context, the following subtopics are discussed: psychological perspectives on student learning in mathematics; different types of knowledge; conceptual learning; experiential learning; and factors that contribute to effective learning. Fourth, the review explores the teaching of mathematics, which includes the following sub-themes: prior knowledge; intentional teaching of mathematics;.
How learners learn
- Psychological perspectives on learners’ learning of mathematics
- Piaget
- Vygotsky
- Bruner
- Constructivism
- Different kinds of knowledge
- Physical knowledge
- Social knowledge
- Conceptual knowledge
- Conceptual Learning
- Experiential learning
- Factors that contribute to the effective learning of mathematics in Grade R
- Learning Environment
- Play
- Valuable moments to teach mathematics
- Projects
Teachers should therefore increase the acquisition of physical knowledge by creating opportunities for students to play, handle and explore with concrete materials (Department of Basic Education, 2012). Therefore, teachers should provide the necessary support to all students so that they learn mathematics effectively.
Theoretical Framework
In the center of the classroom was a mat surrounded by the students' desks and chairs. It was therefore possible that the teachers lacked sufficient knowledge of mathematics teaching in grade R, as the curriculum document they used was insufficient.
Teaching of mathematics in Grade R class
Prior knowledge
Students enter formal schooling with different types of informal mathematical knowledge, such as number and geometry, which they developed informally during various experiences of their daily lives, such as counting and sharing sweets with friends and family members (Seo & Ginsburg, 2004; Clement, 2001). . Hollins (2011, p. 397) further adds that teachers need to recognize the students they teach “as individuals, as members of social and cultural groups, as learners with particular characteristics, and as learners at a particular point in their academic, emotional, psychological. and social development".
Intentional teaching of mathematics
Teaching strategies for the teaching of mathematics
- Group work
- Projects
- Exploration
- Integration of mathematics with other subjects
- Integrating mathematics within daily routine
Varol and Farran (2006) argue that teachers should create student-centered classrooms that help students learn mathematics through interesting classroom discussions and group work. Teachers should also work with students to create simple numerical summaries, such as bar charts to compare data.
Use of concrete objects
Teachers should encourage students to find color and shape patterns in the environment and number patterns on calendars and number tables. To introduce R students to mathematics, teachers should involve them in the manipulation of concrete materials, as discussed in section 2.3.4.
Learning styles
Varol and Farran (2006) argue that using concrete materials in mathematics education has benefits, such as enabling students to develop imaginary images in their minds, which can help them improve their mathematics skills in the future. The Foundation Phase Conference report (2008) states that because students are born with a mathematical brain that enables them to think mathematically, teachers should expose them to play and manipulation of concrete objects.
Assessment
- Formative assessment
This form of assessment is used to determine student progress in relation to the objectives set to be achieved. Boston (2002) argues that teachers should also use questioning and discussion as techniques to increase students' knowledge and improve their understanding.
Barriers to effective teaching of mathematics
Teachers’ lack of knowledge
Socio economic status
Reasons for teaching mathematics to Grade R learners
Fifth, research has shown that students are capable of learning complex mathematical concepts at a very young age; this discovery changed the thinking that mathematics learning for young students should be limited to areas such as numbers and shapes. Seventh, math skills and concepts that are properly taught in early childhood reduce the existing gap between students' informal math skills and their formal math knowledge later in life.
Documents for teaching
Curriculum
It must correspond to the culture and language of the students and be coordinated with the developmental level of the students. 2004) add that curriculum standards should have flexible guidelines based on available research on students' developmental level as well as major content areas of mathematics. This curriculum requires teachers to be highly skilled in observing, documenting, and reflecting on students' practices in order to develop a lesson from those practices.
Lesson plan
Krogh and Slentz (2001) emphasize that a lesson is formal because it sets measurable goals that students must achieve at the end of the lesson. However, two factors, namely the teacher and the lesson, determine students' responses (Krogh & Slentz, 2001).
Training to capacitate teachers to teach mathematics
Price (2013, p. 209.) defines instructional objectives as “the subject content the teacher wants to achieve and what students are expected to have learned by the end of the course.” The assessment methods should cover crucial concepts of the course that teachers should describe and apply at the end of the semester and during their actual teaching.
Conclusion
2013) also emphasizes that an overview of the course offered to teachers during their training should include sections indicating the following aspects: subject areas of a subject; The third section outlines the research design, including sampling procedures, which include brief descriptions of the context of the case study schools and the profiles of the participants.
Research Paradigm
I expected differences in their responses due to their different experiences and backgrounds, which would naturally result in their different understandings of teaching mathematics. The paradigm also believes that epistemology can be achieved when data is generated by a joint effort of the researcher and the participants.
Research Approach
The axiology of this paradigm gave me the opportunity to facilitate data generation, so I visited the teachers in their workplace—that is, their schools—and asked open-ended questions and engaged them further through probing questions to dig deeper into their understanding of mathematics learning in grade R. During these meetings I discussed with the participants the data I had already interpreted to verify and clarify understanding and consensus was reached with each participant that the knowledge I had gained about the Meaning of Teaching Mathematics in R's Class was clear and unambiguous and did not deviate from their perceptions and views.
Research design
Case Study
According to your own understanding, how do you think a classroom for teaching mathematics should be set up and organized. How do you understand the planning of the lesson plan/lesson activities for mathematics should be.
Sampling
Descriptions of the case study schools
- Botle ECD centre
- Tse’pong primary school
- Thakaneng primary school
- Mohlanapeng primary school
- Phuleng ECD centre
Both the student and teacher toilets were located on the left side of the school yard. The school was thirty-nine kilometers from where I lived and was located in the rural area of Berea County.
Teachers’ profiles
She had sat for the final exam of the CECE program at LCE and was waiting for the results at the time I was doing the study at school. She had sat for the final exam of the CECE program at LCE and was waiting for the results at the time I was doing the study at school.
Pilot Study
Ms Tselane was a teacher at Phuleng ECD Center and had fifteen years of teaching experience in ECD centres.
Data generation procedures
Interviews and observations will be the main source of data collection for my two research questions. When all the necessary permissions were granted, I started the process of data generation.
Data generation methods
- Interviews
- Observation
- Documents analysis
- The focus group interview
Creswell (2013) articulates that observation is an important tool for generating data in qualitative research, and cautions that it involves the use of all of the observer's senses. My observations were structured because I had planned a schedule that I used to observe teachers in order to explore their understanding of mathematics teaching in grade R (Appendix B).
Data analysis
All teachers indicated that they understood that assessment should take place during the teaching and learning of mathematics and at the end of the lesson. However, most students were able to follow the game because they seemed familiar with the game.
Issues of trustworthiness
Ethical Issues
Secondly, I applied to the MoET at IECCD department for permission to continue my studies because I wanted to conduct the study in grade R classes. Fourthly, the IECCD department connected me with the principals of the selected schools and they all gave consent.
Possible Limitations to the study
Conclusion
The second part focuses on the observation phase of the study and includes a description of the schools, classroom settings and the observation process. Data from document analysis was intended to complement data from interviews and observations in an attempt to triangulate the data, which was a process that increased the validity and reliability of the study.
Data presentation and discussion
- Effective teaching of mathematics
- Planning teaching and learning
- Knowing the learners and the differences among them
- Strategies of teaching mathematics
The responses from all the teachers did not provide a satisfactory answer to the question, showing that the respondents had limited knowledge of the material. I asked respondents to share their understanding of assessment and provide examples of the assessment methods they used to assess students.
Classroom Observations
Lesson observation 1
Teacher Itumeleng also used another strategy by allowing the students to go on a tour of the playground where they had the opportunity to look for round objects or equipment. Teacher Itumeleng seemed to rely on existing play equipment that was already placed on the floor in the play area.
Lesson observation 2
Two groups complained that they had no more slides, but the teacher ignored them and continued to read another phrase.). The teacher asked other learners to look at the work of group three to see if they won the game.
Lesson observation 3
Then the teacher told the students that they were going to learn about ordering. 'Mamalia walked to the table and the teacher told her to start her arrangement with the shortest can.).
Lesson observation 4
The rest of the group members and the other learners observed while the two learners carried out the activity. Two learners were randomly selected from the Cats to sort objects according to their shapes.
Lesson observation 5
Teacher Tselane moved around each group and asked questions asking the students to explain their game or play. She then asked the 'tall' students to raise their hands and the other students had to confirm whether all the students who raised their hands were taller than their partners.
Conclusion of the classroom observations
However, the classroom observations revealed that most teachers did not have sufficient knowledge of the mathematics topics; Therefore, they encountered challenges in planning and teaching mathematical concepts to their students, negatively impacting the teaching of the subject and thus children's learning. Assessment is very important in teaching and learning grade R mathematics because it also helps teachers identify students' special strengths and needs to inform instruction.
Document Analysis
Lesson plans
All the teachers listed the materials intended to be used in the lesson. It seemed that teachers Itumeleng and Ntsoaki did not understand the importance of stating all the teaching strategies in the lesson plan before the actual teaching of the lesson.
Lesotho IECCD Grade R Curriculum
All of these concepts span the three areas of mathematics that appear in the curriculum they used. The analysis of the curriculum document showed that its structure lacked important aspects that a curriculum should contain, such as sequence, scope and depth of content.
The course outline of Mathematics/Numeracy document
And my findings revealed that the course outline used during the training of these teachers may have negatively affected their mathematics teaching because the course did not cover all the major content areas of mathematics. This course appeared to cater to pedagogical content knowledge (Shulman, 1987) only because it dwelt extensively on how to teach selected mathematical concepts that appear within the three domains of mathematics.
Conclusion
The course also did not adequately address subject content knowledge, as stated by Shulman (1987). The documents analyzed were the Grade R Curriculum for Mathematics, the Course Outline of a Mathematics/Numeracy Course and the teachers' lesson plan.
Summary of the study
Recommendations
- Recommendations One: Training
- Recommendations Two: Revision of the curriculum
- Recommendations Three: Workshops and short courses
- Recommendations Four: Proper physical facilities for Grade R
Selecting appropriate teaching strategies for learning mathematics was another challenge that was highlighted by the study findings. Assessment is also important and teachers need to be aware of the different assessment strategies that can be used when teaching mathematics in the R class.
Implications for Future Studies
There were forty-eight students in the classroom; twenty-five were boys and twenty-three were girls. a rectangle measuring twenty-four square meters. As a result, the classroom was dark because there was not enough light through the windows.
Conclusion
I guarantee that the information collected will be used solely for the purpose of the research. The interviews will be audio taped and used for this research.
