The focus of this study is on the Foundation Phase mathematical and pedagogical knowledge construction. This study is about how two lecturers and a number of final year B.Ed. Foundation Phase student teachers construct Foundation Phase mathematical and pedagogical knowledge during the initial teacher education programme.
The initial B.Ed. Foundation Phase teacher education provides student teachers with different mathematical knowledge for teaching. A Foundation Phase mathematics pedagogical knowledge construction framework was utilised to generate and analyse data. The Foundation Phase mathematics pedagogical knowledge construction framework is developed with the assumption that the integrated learning knowledge and the process of pedagogical reasoning action is a continuous process. Furthermore, it is assumed that student teachers’ active participation in their learning and paddling through the pedagogical reasoning action process, leads to the construction of Foundation Phase mathematical pedagogical knowledge.
The study utilised a qualitative case study design to investigate how two initial teacher education programmes construct Foundation Phase mathematical pedagogical knowledge in their programme to prepare student teachers to teach Foundation Phase mathematics. Data were collected from Foundation Phase mathematics lecturers through semi-structured interviews, focus group interviews with final year Foundation Phase student teachers as well as document analysis from the institutions to achieve triangulation. Data analysis and findings were based on themes and categories that emerged. The findings suggest that Foundation Phase mathematical and pedagogical knowledge construction is an interconnected and continuous process that includes different types of knowledge and pedagogical reasoning.
The failure rate in mathematics at school is high, not only in South Africa, but also
internationally. Furthermore, learners with an apparently high general ability or
aptitude for mathematics sometimes underachieve in ...
Verwey, Johanna Cornelia (Hanlie)(University of Pretoria, 2011-05-19)
This study investigated the interaction of mathematics teachers with learners’ mathematical errors. The teachers’ verbal interaction with learners’ errors during learning periods and their written interaction in assessment ...
Maree, J.G. (Kobus); Olivier, E.C.; Swanepoel, A.C.(Suid Afrikaanse Akademie vir Wetenskap & Kuns, 2004)
South African learners’ insufficient achievement in mathematics is of concern to everyone involved in learning facilitation in mathematics. Interested parties constantly seek ways in which learners’ insight into and ...