The findings from this study would be useful for mathematical literacy teachers in realizing the importance of selecting a good teaching strategy for use in teaching a specific concept. The research could also inform school management teams who take mathematical literacy for granted about the importance of ongoing support to be provided to teachers so that students can perform better in this new subject.
- INTRODUCTION
- BACKGROUND TO THE PROBLEM
- PROBLEM STATEMENT
- AIM OF THE STUDY
- OBJECTIVES OF THE STUDY
- RESEARCH QUESTIONS
- SIGNIFICANCE OF THE STUDY
- METHODOLOGY
- ETHICAL CONSIDERATIONS
- THESIS OUTLINE
The aim of this study is to explore the teaching strategies used by teachers of mathematical literacy in teaching space, shape and measurement. The study may also help teachers of mathematical literacy who may wish to increase their knowledge on the subject.
INTRODUCTION
For Shulman, Mathematical Literacy Pedagogic Content Knowledge (PCK) is of the utmost importance for the teacher to successfully deliver instruction. Literature available locally and internationally reveals that there are different interpretations of what mathematical literacy is.
CONCEPTUAL FRAMEWORK
Numeracy is defined as "the ability to process, interpret, and communicate numerical, quantitative, spatial, statistical, and even mathematical information in ways that are appropriate for a variety of contexts and that will enable a typical member of the culture to participate effectively in activities they value". The Department for Education defined mathematical literacy as "a subject driven by life-related applications of mathematics which enables pupils to develop the ability and confidence to think numerically and spatially in order to interpret and critically analyze everyday situations and solve problems" (Education, 2003a, p. 9).
WHY MATHEMATICAL LITERACY IN SOUTH AFRICA?
From the Learning Program Guideline (Education, 2005) it is stated that the introduction of mathematical literacy as one of the essential subjects in the further education curriculum is to ensure that students become highly literate consumers of mathematics. This was an implication that the students who chose the subject would be taught from the beginning by teachers who better understand the content covered in mathematical literacy.
WHAT ARE TEACHING STRATEGIES?
Julie (2006) suggests that “there is increasing acceptance that students' engagement with subject matter should form an integral part of the desirable knowledge to which teachers should be exposed” (Julie, 2006, p. 65). Pogrow (1988) also believes that there will come a period when students struggle as they begin to grapple with problems.
TYPES OF TEACHING STRATEGIES
- TRADITIONAL TEACHING STRATEGIES
- DEVELOPMENTS THAT CHALLENGE TRADITIONAL TEACHING STRATEGIES29
The teacher's basic role in this regard is the transfer of knowledge and information to learners. The primary role of the teacher is to guide and direct learners throughout the learning process. In Personal model is where the teacher leads by example by demonstrating to learners how they can access and understand information.
The teacher's role in this perspective is to facilitate by providing guidance and support to the learners. In personal model, the teacher leads by example and demonstrates to learners how information can be obtained and understood. As a delegate, the teacher serves as a resource for learners, answering questions and reviewing learners' progress as required.
In order for the teacher to impart knowledge, each student must understand this knowledge, based on his/her current conceptions.
THE TRADITIONAL VERSUS THE MODERN CLASSROOM
The teacher collaborates/negotiates with the students and uses the work, observations and attitudes of the students in their assessment. In a constructivist classroom, the teacher encourages and facilitates discussion, with the main focus on guiding students through the use of questions that lead them to form their own conclusions about the topic. Shulman (1986) claims that a teacher's effective teaching is not a result of the knowledge the teacher has, but the teacher must make his own knowledge understandable to the students.
This should accompany knowledge of the students' age, developmental level, attitudes and what the students already know. It is assumed in mathematical literacy that the practical nature of the subject engages students' preconceptions. This would further create a balance between the teacher's teaching preferences and the students' learning preferences.
However, Ames (1992) examines a program based on student self-regulation in the United States of America and argues that teachers' approach to student learning can be influenced through careful task design.
INFORMATION and COMMUNICATION TECHNOLOGY AS A MODERN TEACHING
Having mentioned the fact that the Ministry of Education still needs to ensure that teachers receive regular professional development, ICT infrastructure is still a dream that has not yet been realized in most schools, especially rural schools. Ertmer (2005) suggests that teachers' traditional beliefs about current practices remain a barrier to technology integration. Ertmer (2005) further states that even though there is technology and technical knowledge to integrate technology, this requires teachers to believe that they have acquired the new methods of doing things.
Jones (2004) argues that teachers are expected to adopt and integrate Information and Communication Technology into classroom activities, but this depends on how prepared teachers are in integrating ICT into their teaching. In concluding ideas about the use of ICT as one of the modern teaching strategies, Condie and Livingston (2007) identified that teachers are reluctant to use computers if they have less confidence. Bingimlas (2009) also asserts that teachers' lack of ICT knowledge along with fear of failure have been identified as some of the main reasons why teachers lack the confidence to adopt and integrate ICT into their classroom teaching.
Wepner, Tao, and Ziomek (2006) argue that teachers engaged in professional development activities have an advantage in gaining knowledge of how to integrate ICT and how to organize technology in their classrooms.
SUMMARY OF THE CHAPTER
To achieve these goals, there is a need for teachers' involvement in collaborative projects and the development of intervention change strategies. Sandholtz and Reilly (2004) argue that strong determinants of ICT integration include teachers' technological skills. However, these are not conditions that will result in effective use of technology in the classroom.
Tondeur, Van Keer, van Braak and Valcke (2008) also assert that the use of appropriate types of tools and software in supporting teaching and learning is as important as access to hardware and software. The different types of teaching strategies that can be useful in achieving the goals of successful teaching Mathematics education are discussed in two main types of teaching strategies: traditional and modern teaching strategies.
- INTRODUCTION
- RESEARCH APPROACH
- RESEARCH PARADIGM
- DATA COLLECTION PROCESS
- SAMPLING AND SAMPLING METHOD
- METHODOLOGY
- RESEARCH METHOD
- STRUCTURING OF INTERVIEWS
- INDIVIDUAL INTERVIEW QUESTIONS (sample)
- GROUP INTERVIEW QUESTIONS (sample)
- DATA ANALYSIS
- TRUSTWORTHINESS AND AUTHENTICITY OF THE STUDY
- ETHICAL ISSUES
- LIMITATIONS OF THE STUDY
- CONCLUSION
I observed 6 lessons per teacher, including the last session for formal assessment of the concept. As a qualitative researcher, sample sizes were selected that were most compatible with the purpose of the research. Purposive sampling also enabled me to have an initial understanding of the situation and to identify and differentiate the needs of one or more groups.
Therefore, using a case study helped me gain an even deeper understanding of the dynamics of the situation. The interpretation of the lessons was shared with the teachers to increase the reliability of the data. I noted that the findings could not be generalized to a larger population of teachers as this study focused on specific individuals.
The fact that qualitative research involves a small number of participants can invalidate the results of the study.
- INTRODUCTION
- RESEARCH QUESTIONS
- DATA COLLECTED DURING OBSERVATIONS
- TEACHING STRATEGIES-DIRECT INSTRUCTION vs COOPERATIVE APPROACH
- EFFECTIVENESS OF THE TEACHING STRATEGIES
- DATA COLLECTED DURING INTERVIEWS
- INDIVIDUAL INTERVIEW SESSIONS-TEACHING STRATEGY USED
- EFFECTIVENESS OF THE TEACHING STRATEGY USED
- RESOURCES
- LEARNING/CLASSROOM ENVIRONMENT
- GROUP INTERVIEW SESSION-TEACHING STRATEGIES
- EFFECTIVENESS OF THE TEACHING STRATEGIES
- CONCLUSION
1 -Va used direct instructions and was in front of the class throughout the period, writing and explaining on the board. Minky's students brought shapes as instructed by the teacher and the knowledge gained the previous day had to be applied, and that was measuring and calculating the area and volume of the containers. She first demonstrated through examples on the board and then the students had to do the rest of the activities in their respective groups.
She had to move around and explain to most students who had difficulty understanding some of the questions. She demonstrated knowledge of the topic, but there was no evidence that students demonstrated how much knowledge was gained about the concept during discussion. She maintained that the management gave her support to ensure that at the beginning of the year, students buy themselves calculators as needed in the subject.
They forget to use some characters on the calculator to get the correct answer.
- INTRODUCTION
- RESEARCH FINDINGS
- TEACHING STRATEGIES
- EFFECTIVENESS OF THE TEACHING STRATEGIES
- SUMMARY
- LIMITATIONS
- RECOMMENDATIONS
- POTENTIAL CONTRIBUTION OF THE RESEARCH
- CONCLUSION
To identify teaching strategies used by mathematics teachers when teaching space, shape and measurement in grade 11. b). To understand the reasons why Mathematical Literacy teachers used these strategies when teaching space, shape and measurement in Grade 11. There is a list of tools or materials that Mathematical Literacy teachers should use as per the DoE recommendation.
This could further lead one to conclude that she was assigned to teach mathematical literacy only because it is a compulsory subject and not because of a strong belief in the inherent value of the curriculum. Submission to the Department of Education for the National Curriculum Statement for grades 10-12 and in particular for the Mathematics and Mathematical Literacy Statements. First draft report on SAQA's Mathematical Literacy Standards at NQF Levels 2,3 and 4: SAQA.
Integration of ICT in the teaching and learning of mathematical literacy-A study conducted in eight schools in Gauteng, South Africa.
ETHICAL CLEARANCE LETTER
H.O.D LETTER
QHELANI PRINCIPAL’S PERMISSION LETTER
SAMPLE OF LETTER TO THE PRINCIPAL OF THE SCHOOL
Please note that this is not an evaluation of the performance or competence of the teacher in your school and is in no way a commission of inquiry. The identity of all those participating in this study will be protected in accordance with the ethical code as determined by the University of KwaZulu-Natal. In the interest of the participants, feedback will be given to them during and at the end of the study.
Data and all documents will be burned after the study is completed and submitted. The school and the participant will be contacted in advance about the observation time. You can contact my supervisor, me, or the HSSREC Research office if you have any questions or queries you would like answered.
Participant information sheet
I cannot promise that this study will help you, but the information gathered will help me identify the strategies used by different teachers to successfully teach the chosen topic. If you have any concerns about anything in my study, you are free to contact the Research Office at the institution where I am enrolled.
Class Observation Tool
EDITOR’S NOTE
TURNITIN REPORT
