scholarly journals Reflective Awareness in Mathematics Teachers’ Learning and Teaching

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Olive Chapman
Keyword(s):  
Mathematics Teachers ◽  
Learning And Teaching ◽  
Reflective Awareness

scholarly journals Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

2021 ◽  
Vol 7 (4) ◽  
pp. 637-6478
Author(s):  
Ailwei Solomon ◽  
Sizwe Blessing
Keyword(s):  
South Africa ◽  
Mathematics Teachers ◽  
Social Constructivism ◽  
Primary Schools ◽  
Single Case ◽  
Sampling Technique ◽  
Further Education ◽  
Code Switching ◽  
Structured Interviews ◽  
Learning And Teaching

<p style="text-align: justify;">The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching.</p>

scholarly journals Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

2021 ◽  
Author(s):  
Sizwe B Mahlambi ◽  
Ailwei S Mawela
Keyword(s):  
South Africa ◽  
Language Proficiency ◽  
Mathematics Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Code Switching ◽  
Home Language ◽  
Structured Interviews ◽  
Learning And Teaching

In this study, we aimed to explore Grade 6 mathematics teachers' use of English, the language of learning and teaching in assessment for learning in selected primary schools in Alexandra Township, South Africa. From Grade 4, English is the language of teaching and learning for most learners, despite English being the home language of a minority of learners. Results of studies have shown that in South Africa, in Grades 1 to 3, in which learners are taught using their home-language performance appears to be better than in Grades 4 to 6 where English as a First Additional Language (EFAL) is used for teaching and learning. Guided by qualitative case study design, we used semi-structured interviews and non-participatory observation to collect data from nine purposefully sampled Grade 6 mathematics teachers. In conjunction with the literature reviewed and the theory underpinning the study, we used themes to analyse, interpret, and discuss the data we collected. This research revealed that learners in Grade 6 struggle to understand English as the language of learning and teaching, so, to augment concept development and understanding, teachers and learners use code-switching. In the classrooms observed, this practice has become the norm to improve the performance of learners with limited language proficiency. However, because of the differences between the home language of learners and that of teachers in mathematics classrooms, code-switching is often not enough to ensure understanding.

scholarly journals The tendencies of the development of mathematics methodics in 5–6th grades of basic school on the aspect of interpretative pedagogy

2011 ◽  
Vol 52 ◽  
Author(s):  
Nijolė Cibulskaitė
Keyword(s):  
Mathematics Teachers ◽  
Self Control ◽  
Traditional Methods ◽  
Teaching Activities ◽  
Research Results ◽  
Learning And Teaching ◽  
Modern Learning ◽  
Basic School ◽  
Independent Work ◽  
At Home

By studying education methodology applied by teachers of mathematics it was researched how often mathematics teachers apply modern learning and teaching activities in 5–6th grades of basic school. The results of several researches performed in 2004–2010 are presented in this article and summarized in this aspect. The research results let draw the conclusions: mathematics teachers more frequently applied such traditional methods as independent work and self-control, the work with visual manuals; mathematics teachers must pay more attention to the control in pairs, work in groups, choose of the work’s variant, emphasize of historical elements, organization of mathematics excursions; the frequency of student’s work with computer in the classroom and at home and the project’s making is increasing now.

Reviews: But is it Different in the South?

1986 ◽  
Vol 17 (2) ◽  
pp. 151a-155
Author(s):  
João Ponte
Keyword(s):  
Latin America ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Degree Program ◽  
The South ◽  
Learning And Teaching ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
The University ◽  
Selection Of

This book contains a selection of papers on the analysis of educational issues and the assessment of instructional innovations in Latin America. The papers report studies undertaken for thesis requirements in a master's degree program in science and mathematics education at the University of Campinas between 1975 and 1984. An explanation of the context and goals of the program is provided by D'Ambrósio, who supervised several of the candidates. In this review I focus on the papers that deal with the learning and teaching of mathematics and with the training of mathematics teachers.

More than Data: A Multivocal Inquiry into Video-Based Research on Learning and Teaching

2018 ◽  
Vol 1 (3) ◽  
pp. 23-35
Author(s):  
Sihan Xiao
Keyword(s):  
Educational Research ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Cross Cultural ◽  
Design Approach ◽  
Video Databases ◽  
Future Directions ◽  
Learning And Teaching ◽  
Ethical Reflections ◽  
Video Mosaic

Purpose This commentary aims to echo Wilkinson, Bailey, and Maher's (this volume) arguments about the affordances of videos and video databases in studying learning and teaching. Design/Approach/Methods This article illustrates a multivocal approach to the videos from the Video Mosaic Collaborative (VMC). In particular, three mathematics teachers in Shanghai were invited to watch and discuss a set of VMC videos. Two recurring themes concerning mathematics learning and teaching were identified in this video-cued interview and discussed in relation to the VMC Analytics. Findings The VMC videos played a mediating and facilitating role in the interview, helping the teachers notice and reflect on the mundane, implicit culture practices. Based upon this analysis, I argue that to tap into the potential of video in educational research, we need to see videos as more than data and look for more possibilities of using them. Originality/Value To open and further research dialogues, this article discusses future directions of using videos in educational research and serves as an invitation to creative explorations, in-depth conversations, ethical reflections, and cross-cultural collaborations on the use of videos in education.

scholarly journals Teaching and learning process for mathematization activities: The case of solving maximum and minimum problems

2021 ◽  
Vol 6 (2) ◽  
pp. 100-110
Author(s):  
Al Jupri ◽  
Dian Usdiyana ◽  
Ririn Sispiyati
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Solution Process ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Mathematical System ◽  
Written Assessment ◽  
Prospective Mathematics Teachers

One of the topics within the course of Essential Concepts in School Mathematics (ECSM) for prospective mathematics teachers concerns maximum and minimum problems. This type of problems requires mathematization, i.e., the activity of transforming a problem into a symbolic mathematics problem and of reorganizing within the mathematical system, in the solution process. This research aims to investigate the implementation of the learning and teaching process of the ECSM course that strengthen prospective mathematics teachers’  conceptual understanding and problem solving abilities through mathematization activities. To reach this aim, this qualitative study was conducted through an observation of the learning and teaching process, including the formative written assessment, for the case of maximum and minimum problems, involving 19 students of mathematics education program. The results of this study revealed that the learning and teaching process is implemented by emphasizing the use of a deductive approach. The written assessment showed students’ strategies and difficulties in dealing with maximum and minimum problems. Main difficulties included constructing visual representations and mathematical models in the mathematization processes. It can be concluded that the learning and teaching processes of the ECSM course need to be improved so as to develop better conceptual understanding and problem solving abilities through mathematization activities.

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