scholarly journals The merits of teaching mathematics with variation

Pythagoras ◽  
2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Michael Mhlolo
Keyword(s):  
South African ◽  
Learning Style ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Theory And Practice ◽  
Variation Patterns ◽  
Approach To Teaching ◽  
Theory Of Variation ◽  
Radical Shift ◽  
New Curricula

There is a general perception that the South African curriculum statements for mathematics create polarity between the ‘old’ and the ‘new’, which does not benefit both the teachers and the learners. The new curricula demand a radical shift from the traditional teacher-led approaches that teachers are familiar with, yet does not provide a model of what it might mean to teach for conceptual understanding. This article aims to provide such a model by examining the potential of teaching with variation, which is viewed as an important mathematics teaching and learning style. Proponents of the theory of variation claim that how teachers make available the object of learning to their students has been neglected yet it has a critical influence on learners’ learning. This is important for educators as they struggle to make sense of the seemingly contradictory requirements of the new curriculum. In this article a discernment unit comprising four variation patterns is used as a tool to analyse a seemingly rich teacher-led approach to teaching that was observed in one South African Grade 11 mathematics classroom. The results of the analysis and implications for theory and practice are then discussed.

Conceptualizing a Leadership Style for Promoting the Teaching and Learning of Mathematics in Rural Secondary Schools

2019 ◽  
pp. 261-285
Author(s):  
Zingiswa Mybert Jojo
Keyword(s):  
Secondary Schools ◽  
School Leadership ◽  
South African ◽  
Leadership Style ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Instructional Leaders ◽  
Mathematics Classrooms ◽  
Effective Teaching And Learning

Mathematics teachers serve as instructional leaders in their classrooms to ensure effective teaching and learning of mathematics. This chapter chronicles the conceptualization of a leadership style that promote the teaching and learning of mathematics in rural secondary schools. In this chapter, a prediction of a leadership style that can transform underachieving rural secondary schools for the promotion of teaching and learning of mathematics is presented. In addition, the interaction between transformational and instructional leadership effects in the mathematics classroom are discussed. The chapter defines leadership in mathematics teaching, discusses leadership for the mathematics classroom, presents how leadership was introduced in South African schools, followed by Mathematics instructions and leadership, and principal's perceptions on school leadership and its links to or effects on mathematics performance. Finally, the chapter suggests applied transformational leadership as a proposed tested model that has yielded a good performance in rural mathematics classrooms.

The Nature of Mathematics Education; The Issue of Learning Theories and Classroom Practice

2020 ◽  
pp. 42-49
Author(s):  
Evans Atteh
Keyword(s):  
Mathematics Education ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Mathematics Classroom ◽  
Theory And Practice ◽  
Learning Theories ◽  
The Status ◽  
Teacher's Beliefs ◽  
Models And Modelling

To achieve a successful mathematics education through the implementation of the school mathematics curriculum, the teacher’s beliefs emanating from their experiences (including learning theories) with their environment should be a considerable factor. This is to ensure that all learning situation in mathematics classroom generate understanding among the individuals involve for it to be meaningful. In this paper my goal is to highlight on some issues which are of great importance to mathematics education as a field of study. The issues in focus are; theory and practice, the role of theory in mathematics education research, some widely used learning theories in mathematics education, theories of models and modelling and their impact on mathematics research, teaching and learning, the aims of teaching and learning mathematics, and the status of mathematics education as knowledge field.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

WIDENING OF ACCESS IN SOUTH AFRICAN HIGHER EDUCATION INSTITUTIONS: IMPLICATIONS FOR TEACHING AND LEARNING

2017 ◽  
Vol 73 (11) ◽  
Author(s):  
Khashane Stephen Malatji ◽  
Justice Makhanikhe ◽  
Luyanda Marhaya ◽  
Newman Wadesango
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
African Higher Education ◽  
South African Higher Education

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

Teaching South African Sign Language as a second language to university students: an integrated pedagogy

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Marga Stander ◽  
Annemarie Le Roux
Keyword(s):  
Second Language ◽  
University Students ◽  
Sign Language ◽  
South African ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Specific Method ◽  
Language Curriculum ◽  
Popular Language ◽  
Output Hypothesis

Abstract South African Sign Language (SASL) has become an increasingly popular language that hearing university students want to learn as a second language. This requires more qualified SASL instructors and new curricula at South African universities. This paper considers ways in which challenges associated with the teaching and learning of SASL can be overcome. Krashen’s Comprehension Input Hypothesis and Swain’s Output Hypothesis form the theoretical framework as reference to our own independent experience, praxis, and reflection. This study considered different teaching methods and pedagogies and found the post-method approach suggested by Kumaravadivelu (2003) a viable method for teaching SASL as a second language. This method aligns with the method we had independently identified as the most empowering for teachers to create their own strategies focused on their intuition, experiences and pedagogy. Therefore, we do not favour one specific method above another, but rather adopt an integrated approach. We make a few suggestions regarding sign language curriculum content and further research in sign language as an L2, which need urgent attention.

Sign in / Sign up

Export Citation Format

Share Document