Theses and Dissertations (Science, Mathematics and Technology Education)

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Teachers' attitudes towards the use of ICTs for teaching business studies in Soshanguve secondary schools
(University of Pretoria, 2024-11) Mihai, Maryke Anneke; u17323208@tuks.co.za; Mngadi, Sifiso
Technology is always evolving, and these advancements have a variety of effects on social life. As technology advances, new demands in the teaching and learning environments arise, prompting teachers to make active use of technology. With a particular focus on two schools in Gauteng, Soshanguve, this qualitative study explored the attitudes of teachers towards the use of Information and Communication Technology (ICT) in Business Studies classrooms. The study involves five schools in Soshanguve, all the schools have laptops and smartboards for Business Studies learning. The aim of this study was to comprehend how teachers see and make use of these technological tools. The study investigated the variables influencing teachers' acceptance and use of ICT tools in their teaching methods, with a focus on the Technology Acceptance Model (TAM). Using a qualitative approach, information was gathered via observations and semi-structured interviews with teachers to learn more about their attitudes, experiences and problems integrating ICT into Business Studies instruction. This study fills a significant vacuum in the literature on the use of ICT in underfunded educational environments by concentrating on township schools. The findings showed that, while Business Studies teachers recognised the benefits of ICTs, they prefer conventional teaching techniques and use ICTs primarily as additional tools. Teachers were wary of technology owing to worries about diversions, technical challenges, and uneven access to resources. They observed that ICTs need additional planning and time, which leads to hesitation in complete integration.
Life Sciences teachers’ use of talk moves to provide opportunities for meaning-making
(University of Pretoria, 2025-04) Khoza, Hlologelo C.; Abrie, A.L. (Mia); u14196388@tuks.co.za; Nkomo, Ngetheni
Research has established the significance of learners making meaning of science concepts, especially during classroom interactions. These interactions are driven in part by teacher talk moves as pedagogical tools. However, talk moves and their usefulness in meaning-making have not been established in the South African context for the topic of population ecology in Life Sciences. Drawing from the socio-cultural theory as the main theoretical framework, the purpose of this study was to investigate how Grade 11 Life Sciences teachers use talk moves to provide learners with meaning-making opportunities when teaching the topic of population ecology, and the factors that influence this process. A conceptual framework with various constructs characterising teacher talk moves and teacher cognition was established to underpin the study. Using a qualitative multiple case-study design, three teachers were sampled as participants. Audio recordings of lessons and Stimulated Recall Interviews were used as data sources. The teaching transcripts were analysed using Analysing Talk Moves, Teacher Discursive Moves, and Analysing Student Talk frameworks. The Stimulated Recall Interviews were analysed using both narrative analysis and analysis of narratives. Findings show that teachers use a variety of talk moves to initiate interactions and specific rejoinders, such as challenging and clarifying moves, to provide learners with meaning-making opportunities. However, there were several instances where meaning-making opportunities were missed. Factors that influenced the teachers’ use of talk moves include their cognition, time, and school context. These findings are discussed in light of the existing literature. This study offers insight into how population ecology can be made accessible for learners and highlights the need for professional teacher training in the use of talk moves.
Affordance of textbooks for natural sciences teachers' enacted pedagogical content knowledge in electric circuits
(University of Pretoria, 2025-06) Mirkin, Philip; Coetzee, Corene; crousemaponya@gmail.com; Maponya, Crouse Ramapulana
This study investigated PCK revealed in natural sciences textbooks and its impact on teachers' enacted PCK when teaching electric circuits to Grade Nine learners. Four natural sciences teachers from public rural schools in Sekhukhune East District in Limpopo Province were conveniently and purposively sampled to participate in a qualitative case study, guided by an interpretive paradigm. Textbook data was collected from the three textbooks that the teachers used. Observations and interviews were used to gather data on teachers enacted PCK. The refined consensus model (RCM) of PCK was used as a conceptual framework to investigate collective PCK in textbooks and teachers enacted PCK. PCK was conceptualised using the components of knowledge related to: i) curricular saliency; ii) learners' understanding of science; and iii) conceptual teaching strategies including representations. Guided by the RCM and using PCK components, two rubrics were developed with a four-point scale to analyse the quality of textbooks and teachers' enacted PCK, respectively. The findings indicate that the PCK revealed in natural sciences textbooks influenced teachers' enacted PCK, particularly in terms of the component of curricular saliency and conceptual teaching strategies, including representations. This influence can be attributed to the quality of PCK revealed in textbooks. It can be concluded that the textbook afforded teachers the opportunity to develop their enacted PCK and influenced their teaching of electric circuits. However, not all the teachers utilised the opportunities afforded by the textbooks. It is recommended that professional development programmes train teachers on the affordances and constraints of textbooks.
Gender differences in reading and listening comprehension of South African primary school English language learners
(University of Pretoria, 2024-10-04) Roux, Karen; Graham, Marien Alet; u17080241@tuks.co.za; Thibedi, Tshepiso Promise
This study examines the relationship between reading comprehension (RC) and listening comprehension (LC) of Grade 4 Sesotho home language (HL) learners in English while examining gender differences in these two comprehension skills. English serves as the Language of Learning and Teaching (LoLT) in many South African schools, leading to a transition for learners to study all subjects in English from Grade 4. The Simple View of Reading model, which posits that language is essential for the success of RC and LC, was employed as the theoretical framework. This study is based on the post-positivism paradigm, uses a cross-sectional quantitative approach, and is deductive in nature. The study sample comprised 84 male (n = 38) and female (n = 46) Grade 4 Sesotho HL learners in two schools in the Gauteng province. Data was collected using the Annual National Assessments chosen for their validity and reliability in assessing learners. The Spearman correlation and the Mann-Whitney tests were utilised, and they indicated a significant positive correlation between RC and LC. At the same time, gender differences in RC and LC were found to be statistically insignificant. The research has revealed a gap in existing literature as there are no prior studies on the relationship between RC and LC of Grade 4 South African Sesotho HL learners and the role that gender plays in this relationship. Future recommendations include conducting longitudinal studies on the RC and LC development of Grade 4 Sesotho HL learners to establish causation, which will help to understand the underlying factors that impact comprehension skills over time.
Grade 4 reading comprehension achievement for isiZulu-speaking learners : comparing mother-tongue and English outcomes
(University of Pretoria, 2024-12) Roux, Karen; Combrinck, Celeste; u17296201@tuks.co.za; Sikhosana, Indy
This study examined factors potentially linked with the reading achievement of South African Grade 4 isiZulu-speaking learners who wrote the Progress in International Reading Literacy Study (PIRLS) 2021 assessment in isiZulu or English. The PIRLS cycles have consistently reported a literacy crisis in South Africa because learners' reading achievement scores fall significantly below the international set mean score, and the achievement for those writing in an African language is meagre. The current study examined factors that may be associated with reading achievement for isiZulu learners who wrote in their mother tongue compared to those who did not. Exploring why isiZulu learners have higher achievement when they write in English rather than their mother tongue is crucial in supporting the teaching and learning of African languages. Two theories, social interaction from Vygotsky and availability of resources from Bourdieu were integrated to develop a conceptual framework to underpin the variables selected for the current study. This study took the form of a secondary data analysis, analysing data from the PIRLS 2021 datasets. Descriptive statistics and regression analysis were calculated to ascertain whether there is an association between the factors investigated and the isiZulu learners' reading literacy achievement. The research results revealed that isiZulu learners who were assessed in English, performed significantly better in reading comprehension than isiZulu learners who were assessed in their mother tongue or another African language. Learners reading achievement was significantly associated with their home and school socio-economic status. The gender of the child was another crucial factor as isiZulu learners (boys) performed significantly lower than isiZulu girls. The study recommends enhancing the quality of teaching and learning in isiZulu so that learners can benefit from learning in their mother tongue.
Euclidean geometry learning opportunity in Further Education and Training mathematics textbooks
(University of Pretoria, 2024-12-18) Ogbonnaya, Ugorji ; teetine2002@gmail.com; Zhou, Tinevimbo
ABSTRACT Euclidean geometry has been highlighted as a topic in mathematics that presents challenges to many secondary school students. Since teachers and students rely on textbooks for teaching and learning, the students' challenges could be linked to poor opportunities to learn Euclidean geometry in the textbooks. This study investigated the opportunities to learn Euclidean geometry in secondary school mathematics textbooks. In particular, the study examined the extent to which the content of Euclidean geometry addresses the Curriculum and Assessment Policy Statements content for Grades 10-12. It also investigated the Euclidean geometry learning opportunities included in tasks regarding the nature of tasks and levels of geometric thinking. In addition, the study examined the nature of tasks and the levels of geometric thinking of the tasks in the textbooks. Lastly, it examined the Euclidean geometry learning opportunities in the textbook tasks regarding the forms of representation, contextual features and forms of answers. The study employed a qualitative case study research approach where textbook content analysis technique was used to collect data from three purposefully selected textbook series. All the Euclidean geometry tasks in the three textbook series were analysed using a 6D analytical framework. The dimensions of the textbook tasks analysis were content coverage, type of required mathematical activity, geometric thinking levels involved, forms of representation, contextual features, and the answer forms. The findings of the study indicated that the textbooks do not provide sufficient Euclidean geometry learning opportunities. The content coverage in the textbooks did not align with the prescribed curriculum document, as they did not completely address Euclidean geometry as prescribed in the curriculum. The analysis also revealed that the tasks do not have diverse types, the types of tasks in textbooks are dominated by one mathematical activity (calculation and operation), one geometric thinking level (informal deduction), one representation form (combined form), one context type (non-application) and one answer form (closed answer). Tasks focusing on representation and modelling, interpretation, visual, analytical and rigour, visual form, pure mathematical form, application tasks and open-ended type tasks were found to be rare. The findings have important implications for textbook writers to use the different types of textbook tasks to provide students with better Euclidean geometry learning opportunities. Teachers may need to supplement the textbook with additional resources that offer opportunities for students to engage with Euclidean geometry concepts. Keywords: Answer forms, content coverage, contextual forms, Euclidean geometry, geometric thinking levels, mathematics textbooks, nature of tasks, Opportunity to Learn, representation form, Tasks
Developing and validating a vocational classroom-based assessment questionnaire for the vocational food and nutrition teachers
(University of Pretoria, 2024-12) Combrinck, Celeste; u21616559@tuks.co.za; Setlalekgosi, Mpho
Food and Nutrition (FN) as a vocational subject has been taught in schools for a prolonged time to prepare learners for the practical world. Despite teaching FN in schools, teachers have been challenged with classroom-based assessment (CBA) in this subject and this has been found to affect learners’ academic performance. Teachers struggle to align their assessment practices to standards and lack tools that can help measure their own assessment in their classrooms for improvement and communicating their need for support. This study therefore developed the Vocational FN CBA questionnaire that teachers will use in their classrooms to measure and improve their assessment. The study adopted Yusop’s Classroom Assessment Practices (CAP) in Technical and Vocational Education and Training (TVET) as the conceptual framework. The CAP in TVET is a multipartite structure that was built from findings of literature reviews of various studies. The framework identified variables useful in developing vocational skills and linked them with CBA components. The variables in the CAP in TVET framework were important in guiding the development of the Vocational FN CBA questionnaire. The current study employed an exploratory sequential mixed methods design. The qualitative phase was exploratory and used for developing the questionnaire. The quantitative phase was used for validation of the developed instrument. Qualitative data was collected using individual in-depth interview, cognitive interviews and focus group interview (FGI) evaluation with FN teachers in Botswana secondary schools who were purposively selected. The questionnaire items were developed with help from panel members, revised and pre tested. Thereafter, the results were analysed and adapted, and the final survey was administered and evaluated using the Rasch Measurement Model (RMM). The findings of the study revealed gaps that exist between teachers’ knowledge and CBA practices. Teachers uncovered main characteristics of the FN CBA that helped in developing the questionnaire. The scale validation evaluated the reliability and validity of the FN CBA questionnaire. The questionnaire is a tool that will be useful in vocational teaching, learning settings as well as be modified and further validated to suit the broader educational community. The feedback from the questionnaire can help teachers and educators improve their assessment practices and consequently learners’ skills acquisition.
Mathematics teachers’ reflective practices within the Lesson Study context
(University of Pretoria, 2024-11) Sekao, David; Ogbonnaya, Ugorji ; Dumisani.Maphanga@gauteng.gov.za; Maphanga, Dumisani Simon
The ability of teachers to reflect upon teaching and learning processes has become the key factor for professional development (PD) in recent times. In my qualitative case study research, situated within the interpretivist paradigm, I explored Mathematics. Teachers’ Reflective Practices within the Lesson Study (LS) setting. Six teachers who constituted an LS team were purposively and conveniently selected based on their experience using LS in their school and being willing and accessible to participate in my study, respectively. My study was guided by two theoretical lenses: Social Constructivist Theory (SCT) and Gibbs’ Reflective Cycle. Data were collected through lesson observation, document analysis and semi-structured interviews to answer the primary research question: How do mathematics teachers acquire learning through post-lesson reflection in LS? The following main findings were revealed: (a) teachers follow a structural format of doing reflections; (b) teachers reflect on pedagogical and content knowledge as part of their learning experiences; (c) teachers conduct post lesson reflection based on the observation tool to gauge the achievement of the lesson objectives; (d) teachers benefit in doing post-lesson reflection regarding how learners respond to different teaching methods which leads to their understanding of the mathematics concepts and lesson improvement; and (e) although teachers demonstrated a fair understanding of conducting reflection, there were hindrances regarding the quality of their reflections which lacked mathematical rigour. I propose a modified LS model with an easy-to-follow reflective cycle to enhance structured and focused reflection.
Teachers’ development of mathematical knowledge for teaching trigonometric functions through Lesson Study
(University of Pretoria, 2024-11) Sekao, David; Ogbonnaya, Ugorji; Leshota, M.; lancymakandidze@gmail.com; Makandidze, Lancelot Sibanengi
This interpretive qualitative case study aimed to explore teachers’ development of mathematical knowledge for teaching trigonometric functions through Lesson Study. Six participating teachers’ development of mathematical knowledge for teaching trigonometric functions to Grade 11 learners was explored during their collaborative lesson planning, lesson presentation and observation, and post-lesson reflection stages of the South African Lesson Study model. The Mathematical Knowledge for Teaching Framework was used as the lens for the study. Data were collected using observations, document analysis and semi-structured interviews. The study revealed that teachers developed their mathematical knowledge: (1) through collaborative lesson planning discussions (that incorporated all the six knowledge domains) of trigonometric functions content, teaching strategies (or instructional approaches) and learner learning (or thinking), (2) during lesson presentation and observation (that incorporated three knowledge domains) by observing the layout and sequencing of trigonometric functions content and ideas, and the handling of learners’ responses/thinking (oral and written ), (3) through post-lesson reflection conversations (that incorporated all the six knowledge domains) critiquing the achievement of objectives, refining and re-aligning previous and future lessons. The other finding was that teachers reported gaining content and pedagogic skills in trigonometric functions through participating in Lesson Study. Teachers also viewed Lesson Study as an intervention to address poor performance in trigonometric functions. From these findings of my study, I recommend that Lesson Study be adopted as a teacher development model in South Africa’s mathematics education and be used as an intervention to address learners’ problems with trigonometric functions and other problematic topics.
Life Sciences teachers' use of discursive moves to establish dialogic discourse when teaching about the cell cycle
(University of Pretoria, 2024-11) Khoza, Hlologelo C. ; De Villiers, J.J.R. (Rian); u22881230@tuks.co.za; Zondo, Lungile Goodness
There is an agreement among science education scholars in South Africa and the world that establishing a dialogic discourse depends on how teachers ask questions and respond to learners’ contributions. The purpose of this study was to investigate how Life Sciences teachers use discursive moves to establish a dialogic discourse when teaching the topic of the cell cycle in Grade 10 and the factors that influence the Life Sciences teachers’ use of these discursive moves. Socio-cultural theory was used as the main theoretical framework and several constructs like teacher discursive moves from Tytler and Aranda’s (2015) and Mortimer and Scott’s (2003) frameworks of communicative approaches as a conceptual framework. Using a multiple qualitative case study, data was collected through classroom observations (video data) and video-stimulated recall interviews (VSRIs). The video data was analysed both inductively and deductively using an established framework, and data from the VSRIs was analysed thematically. Findings indicate a specific progression of discursive moves to establish a dialogic discourse. Interestingly, the findings differed in the length of dialogic interactive patterns when close-ended and open-ended questions were used to initiate a discussion. Factors that contribute to the use of discursive moves when teaching the topic of the cell cycle are presented and discussed. This study outlines some recommendations for in-service Life Sciences teachers’ professional development and how initial teacher education programmes need to prepare Life Sciences teachers to understand the intricacies of establishing a dialogic discourse in Life Sciences classrooms.
Teachers' perceptions and use of artificial intelligence in teaching high school mathematics
(University of Pretoria, 2024-12) Rauscher, Willem; u20813920@tuks.co.za; Darteh, Franklin Ablorh
Artificial Intelligence (AI), has the potential to improve teaching. However, the extent to which teachers exploit this potential depends on their willingness to accept and use AI in classrooms. Mathematics, which is often considered challenging and abstract, can benefit greatly from AI integration. Unfortunately, little is currently known about mathematics teachers' perceptions and the use of AI in their teaching practice. Understanding how they perceive AI and how they accept and use it in the classroom is important, as such an understanding can guide teacher-training programmes and curricula, educational policies, and the design of AI-enhanced educational resources. Therefore, this study investigated how mathematics teachers perceive the usefulness and ease of use of AI, and the determinants that influence its acceptance and use. A sequential explanatory mixed methods design was used, supported by the Technology Acceptance Model 3 (TAM3) which served as the theoretical framework. Quantitative data were collected through an online survey, which was completed by 53 mathematics teachers. Qualitative data were collected through classroom observations and interviews at three schools. The findings showed that most participants found AI both useful and easy to use, although there were variations in their perceptions. Several challenges have been identified that may hinder the adoption and use of AI in education. This includes resource availability, professional development, and familiarity with the AI technology. Recommendations from this study include expanding the sample size and scope of the study to include other types of AI and providing training to build teachers’ confidence in using AI.
Whole Brain® thinking action-research in a coding and robotics curriculum for Grade 4
(University of Pretoria, 2024-08) Mihai, Maryke Anneke ; Du Toit, Pieter Hertzog; soenebotha@gmail.com; Botha, Soene
This study addresses the challenges faced by a private school in implementing the Department of Basic Education's (DBE) coding and robotics curriculum for Grade 4 learners. The standard curriculum was found to be inadequate in meeting the specific needs of the school's educational environment and diverse learner profiles. To bridge this gap, the research aimed to design, implement, and continually refine a Whole Brain® coding and robotics curriculum tailored to these specific needs. The research question guiding this study was: How can action research principles be utilised to monitor and iteratively improve the design of a Whole Brain® coding and robotics curriculum for Grade 4 learners? This investigation employed a qualitative, action research methodology, combining iterative design, real-time classroom implementation, and reflective analysis. The Whole Brain® model, which integrates cognitive diversity by addressing different thinking preferences, served as the theoretical framework for the curriculum development. This framework was implemented through targeted instructional strategies and activities designed to engage all learners, regardless of their cognitive preferences. The study's findings revealed significant improvements in learner engagement, mastery of coding concepts, and the development of 21st century skills such as critical thinking, communication, problem-solving, and collaboration. Data were collected through classroom observations, learner assessments, and reflective journals, which were analysed to refine the curriculum continuously. The iterative process allowed for adjustments based on real-time feedback, ensuring that the curriculum remained relevant and effective. The integration of Whole Brain® principles not only enhanced inclusivity by catering to diverse cognitive styles but also fostered a balanced learning environment that promoted both creativity and analytical thinking. This research contributes a novel approach to curriculum development in technology education, demonstrating that action research, combined with a cognitive diversity framework, can effectively bridge the gap between theoretical research and practical teaching. The implications of this study extend beyond the local context, offering a scalable model for other educational settings facing similar challenges.
A resilience perspective of teaching and learning in South African higher education institutions during crises
(University of Pretoria, 2024-10-10) Graham, Marien Alet; Roux, Karen; jenette.duplooy@gmail.com; Webb, Jenette
Resilience is recognised as a multifaceted process that draws on multiple contextual and personal resources that interact in a complex manner over time. Amid times of crises such as COVID-19, load-shedding, and protest movements, students face manifold challenges, including social isolation, depression, low self-esteem, academic stress, and technological problems. This study aimed to create a reliable and valid Academic Resilience Scale (ARS) to investigate how South African education students from public Higher Education Institutions (HEIs) experience academic resilience during crises. A socio-ecological resilience theory (SERT)-model embedded within the Context-Input-Process-Output (CIPO)-model was created to gain a holistic overview of how students experience academic resilience during crises. A sequential exploratory mixed-methods design was used to create a qualitative foundation to inform the subsequent quantitative phase. All undergraduate education students enrolled from 2020 to 2023 in participating HEIs were eligible to participate in this study. Derived themes from focus group interviews (12 students from three HEIs), identified using qualitative content analysis, were utilised for the development of the quantitative ARS (n = 30 pilot study; n = 343 main study). Six themes emerged: (i) student-lecturer relationship, (ii) academic and administrative stress, (iii) Higher education support, engagement and communication, (iv) persistence, (v) social support structure, (vi) technological issues. Content validity of the ARS was established by an expert panel, the underlying construct structure was confirmed using confirmatory factor analysis, with reliability and validity being established using Cronbach’s alpha and construct validity. The ARS identified HE support, engagement and communication as the most important construct contributing to academic resilience during times of crises, followed closely by persistence and student-lecturer relationships. Recommendations include ensuring that all South African HEIs have mental health and academic support programmes, opportunities for engagement and interactive feedback mechanisms, and centralised communication platforms for transparent and timely updates, as these would ensure that students are better equipped to handle crises and maintain academic resilience. This study provides invaluable insights into the factors that contribute to academic success and resilience among undergraduate students, thereby allowing HEIs to refine their support systems and strategies to ultimately foster a more resilient study body.
Integrating intelligent tutoring systems for differentiated learning in inclusive classrooms
(University of Pretoria, 2024-10) Joubert, Jody; Callaghan, Ronel; u17015783@tuks.co.za; Kruger, Andrea
This study falls within the field of computer-integrated education (CIE), specifically investigating the integration of Intelligent Tutoring Systems (ITSs) for differentiated learning in inclusive classrooms. An independent school in South Africa has recently implemented an ITS to support Grade 7 Mathematics in their inclusive classroom setting. This innovative technology holds the potential for enhancing differentiated learning, which aims to personalise education and cater to the diverse needs of all learners. While ITSs have established their effectiveness in providing adaptable an individualised instruction, the specific features that best support diverse learners within the South African educational landscape and policy framework require further exploration. Differentiated learning in inclusive classrooms aims to personalise education and cater to diverse learner needs. ITSs offer adaptive, individualised instruction, yet their integration within these settings remains under-researched, particularly in South African contexts. This study addresses this gap by investigating the potential of ITSs for differentiated learning in inclusive Grade 7 Mathematics classrooms in an independent school in South Africa. While ITSs hold promise for differentiated learning, their integration in inclusive environments presents unique challenges. Limited research explores the specific features of ITSs that effectively support diverse learners within the South African educational landscape and policy framework. This study aims to fill this gap by examining how ITSs can be tailored to address the individual needs of learners in inclusive classrooms. Employing a case study approach, this study delves into the implementation of an ITS for Grade 7 Mathematics in an inclusive school. Data collection involves teacher interviews, and technological analysis, and policy analysis to gain insights into best practices, challenges, and the role of the ITS in differentiated learning. This research aims to identify features of the ITS that effectively support differentiated learning in this context. It will explore how the ITS can be adapted to meet the unique needs of learners with diverse learning styles and abilities, while also considering the specific policy and curriculum requirements within South Africa. Ultimately, the study will offer practical recommendations for integrating ITSs into inclusive classrooms to enhance the quality and inclusivity of education for all learners.
Investigating the link between teachers’ use of representations and learners’ conceptual understanding of electrical circuits
(University of Pretoria, 2024-10) Coetzee, Corene; robyndharrison92@gmail.com; Harrison, Robyn Diane
This study explores the link between teachers’ incorporation of representations into their conceptual teaching strategies and learners’ conceptual understanding of electric circuits. The aim of the research was to thoroughly investigate the link by determining whether learners used and applied the representations taught by teachers while thinking and reasoning about electric circuits. Three in-service teachers, two from Australia and one from South Africa, as well as the learners in their respective classes at the time of the research, agreed to participate in the study. Data was collected by conducting semi-structured interviews with teachers, examining their lesson planning documents, and administering a diagnostic test, which the researcher created specifically for this study. The goal of conducting interviews and examining lessons was to evaluate how well teachers used representations. The purpose of administering the diagnostic test was to evaluate learners’ knowledge. This study has shown that the use of different representations in electric circuits influences learners’ knowledge and understanding. Verily, the inadvertent misapplication of such representations can have a significant negative influence on their understanding and reasoning about electric circuits, leading to misconceptions. Furthermore, the study emphasised that learners frequently struggle to effectively distinguish between various concepts, especially those of current and voltage, during the learning process. This highlights the importance of teachers’ ongoing reflection and improvement in how they use and present representations during their teaching. The findings of this study could inform both preservice teacher education and in-service professional development, encouraging educators to carefully consider the strengths and weaknesses of the representations. Additionally, this study contributes to the existing body of knowledge on the influence of teachers’ pedagogical content knowledge on learner outcomes and supports the concept-specific nature of pedagogical content knowledge.
Exploring pre-service mathematics teachers' knowledge of learner thinking within the lesson study context
(University of Pretoria, 2024-07) Sekao, David; Mokotjo, Lindiwe; vachakawanei@gmail.com; Chakawanei, Victor
One of the outcomes that newly qualified teachers seek to achieve is to know their learners and how they learn and think. Knowledge of student thinking (KoST) gives teachers the ability to assess how well learners understand mathematical concepts and read trends in misconceptions, and therefore, develop insightful strategies to address the misconceptions accordingly. In the current interpretivist qualitative case study, I used Lesson Study, which is an approach that foregrounds collaboration among a group of teachers, to explore mathematics preservice teachers’ KoST during their work integrated learning. I explored the KoST phenomenon during specific Lesson Study stages, namely the lesson planning stage, the lesson presentation stage, and the post-lesson reflection stage. I answered the following research question: How do mathematics preservice teachers integrate KoST into teaching and learning within the Lesson Study cycle? A purposively drawn sample involved a team of four preservice teachers from one independent initial teacher education institution in South Africa. Data were collected through document analysis, participant and non-participant observation, and unstructured interviews. Data analysis was done deductively and inductively. The findings revealed that preservice teachers to a certain degree consider the elements of KoST during the lesson planning, lesson presentation, and post-lesson reflection stages. However, they prioritised and implemented these elements to a greater extent during the actual lesson presentation and observation of the Lesson Study cycle. In other words, preservice teachers place more emphasis on incorporating learner thinking during the active teaching process than during the planning and reflection stages.
Senior phase technology teachers' experiences of the utilisation of smartboards in Ekurhuleni District rural schools
(University of Pretoria, 2024-09) Mihai, Maryke Anneke; rochleybosman@gmail.com; Bosman, Rochley
This study aimed at exploring Senior Phase Technology teachers’ experiences on the utilisation of smartboards in Ekurhuleni District rural schools. More specifically, the study sought to identify whether the utilisation of smartboards in South Africa catapults the teaching and learning in the classroom and, thus, contributes to improve the quality of the education provided. The study utilised a qualitative approach, conducting semi-structured interviews and drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) as a theoretical framework. Purposive sampling and convenience sampling were employed to select the research site and the participants through which data were collected. Manual thematic analysis was used to analyse the data, and this generated insights into teachers’ experiences with the utilisation of smartboards, including the integration of this technology in the classroom. The study found that not all Senior Phase Technology teachers effectively use smartboards in Technology classrooms. The data analysis based on the UTAUT model indicated that while most teachers are positive about smartboard use in the Technology classroom, effective utilisation depends on having functional smartboards, uninterrupted power supply, stable internet access, and ongoing training. The study adhered to ethical considerations by ensuring informed consent, voluntary participation, confidentiality, and anonymity.
Mathematics teachers' professional noticing as an immanent feature of Lesson Study
(University of Pretoria, 2024-09-27) Sekao, David; u18229256@tuks.co.za; Moremi, Koketso Clinton
Teachers’ professional noticing is an essential pedagogical skill for the effective teaching and learning of mathematics. Professional noticing is an inherent attribute of Lesson Study (LS). Therefore, LS is the perfect context to explore how mathematics teachers used professional noticing when offering lessons within the LS setting; thereby making instant instructional decisions while the lesson unfolds. My qualitative case study research is situated within the interpretivist paradigm, wherein two LS groups were studied to gain insights into how mathematics teachers’ professional noticing informs their instructional decisions. I used two theoretical lenses, namely, Situated Learning Theory (Lave & Wenger, 1991), to provide a theoretical basis for LS and FOCUS Framework for Productive Noticing (FFPN) (Choy, 2015) to provide a theoretical basis for professional noticing. The two LS groups were purposively selected because of their familiarity with and implementation of LS. Data were collected through observation, document analysis and unstructured interviews to answer the primary research question: How do mathematics teachers use professional noticing to facilitate lessons within LS? The findings of this research have practical implications for mathematics teaching. The study revealed that while teachers noticed learners struggling with specific mathematics ideas, their noticing was only superficial. This led to instructional decisions that were not optimal for enhancing or developing learners’ mathematical thinking. The dominant instructional decision was to, in the same way, re-explain a mathematics idea in the same way when learners were struggling with it. The study also revealed that teachers could reflect on practice cosmetically and suggest alternatives for the future. The recommendations from this research can guide teachers to use purposeful activities when teaching in the LS context to enable them to notice specific issues regarding learners’ mathematical thinking and then make suitable instructional decisions. It also suggests that teachers consult curriculum policy when engaging in post-lesson reflections to enrich their reflection-on-practice.
Grade 6 mathematics teachers’ use of inquiry-based learning as a pedagogical tool
(University of Pretoria, 2024-10) Sekao, David; u17126844@tuks.co.za; Cunningham, Nicole
In this study, I explored the incorporation and utilisation of Inquiry-Based Learning (IBL) by Grade 6 mathematics teachers, focusing on their instructional practices when teaching the area concept. Guided by the 5E Instructional Model (Bybee, 1997), I explored teachers’ instructional activities that promote competence, autonomy, and relatedness. Three conveniently selected schools participated in my study to answer the main question: How do Grade 6 mathematics teachers use IBL as a pedagogical tool to teach the concept of area? Situated within the interpretivist paradigm, this qualitative case study employed multiple data collection methods, including document analysis, observation and semi-structured interviews. Through these multiple data collection methods, I gained insights into the teachers' instructional practices and the challenges they face when using IBL in mathematics. The findings revealed significant challenges in implementing IBL despite its prominence as a recommended pedagogical approach in the South African mathematics curriculum. The findings revealed that teachers struggled with the practical application of IBL, particularly in fostering deep conceptual understanding and learner autonomy in teaching the concept of area. This study highlights the crucial role IBL plays in promoting critical thinking, problem-solving, and active learner participation, which are key to successful mathematics education. However, the findings emphasise that without proper teacher training and resources, the potential of IBL remains underutilised. The study underscores the need for comprehensive teacher support and professional development to bridge the gap between curriculum expectations and classroom practices, ensuring IBL is more effectively integrated into lessons to promote meaningful and engaged learning.
Teaching vertical projectile motion : the role of teaching experience in Pedagogical Content Knowledge development
(University of Pretoria, 2024-08-01) Coetzee, Corene; Mazibe, Ernest Nkosingiphile; ddutoit14@yahoo.com; Du Toit, Daniël Rudolf
This study investigated the PCK of novice teachers before and after their first teaching experience, teaching the topic of vertical projectile motion. The primary objective was to examine the impact of teaching experience on the development of PCK in novice teachers when addressing vertical projectile motion for the first time. The study assessed pPCK in three phases: (i) before teaching, (ii) during teaching, and (iii) after teaching. The analysis compared pPCK before and after teaching to assess potential improvements associated with teaching experience. Three novice Physical Sciences teachers were purposefully and conveniently selected as participants for teaching the topic for the first time. The data collection methods included Content Representations (CoRes) and interviews to capture pPCK, while enacted PCK (ePCK) was observed during lessons and supplemented by video-stimulated recall (VSR) interviews. The research framework drew from the Refined Consensus Model (RCM), specifically focusing on pPCK and ePCK. A rubric for analysing pre- and post-CoRes data were employed, as well as analysed data from the interviews. A second rubric was used to analyse the data from lesson observations, field notes, and recordings. Specifically, the study emphasised three components of topic-specific PCK: a) Knowledge and skills related to curricular salience, b) Knowledge and skills related to conceptual teaching strategies, and c) Knowledge and skills related to learners' understanding of science, asserting that these components inherently encompassed the others within the teaching strategy. The results indicated that first-time teaching experience contributed to the development of teachers’ PCK in most PCK components. Importantly, no instances were found where teachers' pPCK declined after teaching the topic for the first time. Results also indicated variations in teachers' competencies across components of PCK, reflected in both captured and revealed pPCK.

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