This dissertation contains no text, graphics or tables copied and pasted from the Internet, unless specifically acknowledged and the source is detailed in the dissertation and in the reference section. Thanks to my friends and colleagues in the Department of Mathematics and Science who participated in the research, Ms. Mpisi, my HOD, Mr. Zulu, Mr. Sithole and Mr. Khuzwayo.
Introduction
Focus and Purpose of Study
Rationale
It is also important for teachers to employ teaching strategies that align with new policies. These types of teaching strategies should be used by Mathematics teachers to improve the pass rate of Mathematics as well as improve Mathematics understanding for learners with Mathematics disabilities and attempt to include all learners.
Inclusive Education and Mathematics teaching
It goes on to say that learners are different and an inclusive education and training system is about enabling education structures, systems and learning methodologies to meet the needs of all learners. They say that teachers need to help maximize all learners' learning and bridge the gap between different conceptions of Mathematics teaching and learning.
Theoretical Framework
She continues by saying that, in the context of the outcomes-based education (OBE) system in general and inclusive education specifically, all teachers are now expected to address individual learner needs and to provide all learners with quality education . It is then in the same breath that I wanted to understand if and how high school mathematics teachers use social interactions in their classrooms to promote learners' understanding of mathematics.
Objectives of Study
Enerst (1999) claims that the social constructivist thesis is that mathematics is a social construction and a cultural product. According to Vygotsky, it is through the process of engagement with the adult that a learner becomes able to refine their thinking or their performance to make it more effective.
Key Research Questions
Research Design and Methodology
I decided to use a case study as my research method to explore the teachers' knowledge and understanding of inclusive education and how they used this knowledge in their teaching. This style of research matched well with what I set out to understand, as I wanted to explore this in a school (real life context) and look at those practices used by mathematics teachers that blended with inclusive education.
Sampling
Dooley (2002) states that a case study research is a scientific inquiry that examines a contemporary phenomenon within its real-world context.
Data Production
These observations are structured; there was an observation schedule and detailed notes were handwritten by the researcher during the lesson.
Ethical Issues
Limitations
There was a problem of time and the availability of teachers as it was almost the end of the year and teachers were consolidating their work. There were end-of-year activities, such as prize-giving, which seemed to signal to teachers and learners that serious teaching was over.
Overview of the Study
Some teachers thoroughly checked which classes they had before allowing the researcher to observe. This was a small-scale study, a case study conducted in a secondary school in Durban with four teachers as participants; there is no intention to generalize because the researcher's intention was to gain a deep understanding of the phenomenon rather than to generalize.
Conclusion
Introduction
Inclusive Education in South Africa
This policy advocates that inclusive education and training is about enabling educational structures, learning systems and methodologies to meet the needs of all learners (DoE, 2001). She goes on to say that in the context of the Outcome Based Education (OBE) system in general and inclusive education in particular; all teachers are expected to address individual student needs and provide all students with quality education.
International Perspective on Inclusive Education
He argues that inclusive schooling begins with the assumption that every individual has the right to participate in the social flow and enjoy it equally. He further states that the concept of inclusive schooling thus requires a departure from traditional concepts of teaching and learning in order to encompass programs that allow children with different needs and abilities to participate.
Outcomes-Based Education
OBE therefore focuses on what the learner is able to do successfully at the end of their learning experience (Booyse & Du Plessis, 2008, p. 51). Assessments in OBE are ongoing and based on a variety of techniques other than formal testing (Booyse & Du Plessis, 2008, p. 15).
Policy on Mathematics teaching in inclusive education
Teacher development and Inclusive Education
Mathematics Teaching within Inclusive Classrooms
Swars et al., (2009) argue that students with learning disabilities often struggle to acquire the skills necessary to succeed in mathematics at their grade level. They further argue that this method also helps the teacher as it allows more students to be engaged in one-on-one assistance. They argue that students with disabilities in all educational settings tend to have difficulties with mathematics.
Theoretical Framework
He further states that the teacher's roles should include collaboration with his/her students to help facilitate meaning construction in students. Bentham (2002, p.10) claims that Vygotsky's Zone of Proximal Development (ZPD) indicates that during the learning process, children start with not being able to complete the task on their own. He further states that ZPD is very important because it creates confidence when a child can accomplish something new from what the child already knows.
Conclusion
Introduction
Research Design
Research Paradigm
In order for the researcher to discover personal meanings, different procedures and a case study were used. He asserts that a case study is a legitimate type of research that can involve more than one case. I chose to use a case study as my research style to investigate teachers' knowledge and understanding.
Sampling
The researcher has experience of change in mathematics results over the years, which is mainly the decline in performance in Mathematics compared to other subjects in school. The researcher focused on grades 8-11 because this is where most of the foundational teaching needs to be done thoroughly in order for a student to achieve the best results in grade 12. The researcher thought that failing grade 12 or the rate of passability strongly depends on what and how learning was conducted in the lower grades. The participating school was chosen because it is closer to the researcher's home and this means that it would be easy to access the school.
Ethical Issues
Participants were given consent letters to sign, which contained details of the study, while also clearly explaining the option to participate and/or withdraw at any given stage of the research. All participants participated on a voluntary basis, were assured of the confidentiality of the information and were informed that the findings of the study would be made public. The identities of the participants and the institution are not disclosed as pseudonyms are used.
Limitations
In one of the observation lessons, Mr. Mason asked the class what they were doing in the previous lesson. There was a problem of time and availability of teachers as it was almost the end of the year and teachers were busy consolidating their work. The researcher did not intend to generalize, because her goal was to gain a deep understanding of the phenomenon in addition to generalization.
Data Collection Instruments
During the observation, the researcher followed an observation schedule (see Appendix A) and recorded detailed notes about teaching and learning. The interview was conducted in a space where the researcher was only with the interviewee to avoid disturbances. While the interviews were in progress, the researcher recorded the information by writing it by hand.
Conclusion
Introduction
Responses from the Teacher’s Interviews
Mr Mason also demonstrated knowledge of inclusive education and demonstrated a good understanding of the concept of inclusive education. Mr Mason saw the relationship between mathematics and inclusive education in terms of the department's introduction of mathematics literacy. When asked how inclusive education should help deliver the curriculum, she said:
Results from the Teacher’s Interviews
Mr Buhlebakhe expressed the relationship between mathematics and inclusive education as a link to OBE, as he said. Mr. Mason knew and clearly understood what inclusive education was, but he absolutely refused to change his attitude and mindset. Mr. Buhlebakhe, a young teacher with an engineering degree who has been teaching for five years (he is employed by the school's governing body), still has not heard of inclusive education or been trained in it.
Observation from the Teachers’ Classrooms
Teacher development is one of the most important things that the Department of Education and the government should focus on as changes are taking place in Education. In one of the lessons of Mr. All teachers tried to control and correct this behavior by calling students' names when asking questions.
Results from Classroom Observations
As Dixon (2006) argues, these environments improve students' academic performance and enhance their communication and social skills. She points out that these environments increase motivation, higher self-esteem and improve academic achievement (refer to 2.6). It was also clear that there is still a gap in how many students with disabilities are included in the classroom.
Conclusion
It was observed in each class that there were one or two quiet and shy learners. These learners seemed to be almost forgotten as the hyperactive ones took control and had a lot of fun participating in the classes.
Introduction
Summary of Findings
It also became clear that one teacher believed that in order to successfully implement inclusion, more training among teachers should take place. It also turned out that one teacher thinks that more time and many resources are needed to implement inclusive education. The observations showed that the teachers were friendly, hospitable and professional while teaching, which gave the students the opportunity to be happy, free and open during lessons as well.
Implications
The last implication of the observational findings is that teachers are overwhelmed with discipline due to large numbers, and as a result are not keen to involve learners in social activities in the classroom; as Mr Mason mentioned it would waste time. This becomes an obstacle to a successful inclusive classroom as constructivism places learners at the center of the learning process.
Recommendations for Future Research
Conclusion
Towards inclusive education and training: Developing the South African system for the challenges of change. The progress of inclusive education in South Africa: Teachers. experiences in a selected district, Kwa-Zulu-Natal. Learning disabilities: The interaction of learner, task and environment (2nd Ed.). 1997).Inclusive education in South Africa.
