South African Grade 9 Mathematics Teachers' Views on the Teaching of Problem Solving

Autor/inn/en	Chirinda, Brantina; Barmby, Patrick
Titel	South African Grade 9 Mathematics Teachers' Views on the Teaching of Problem Solving
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 22 (2018) 1, S.114-124 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chirinda, Brantina) ORCID (Barmby, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2018.1438231
Schlagwörter	Grade 9; Mathematics Teachers; Secondary School Teachers; Mathematics Instruction; Questionnaires; Observation; Grounded Theory; Mastery Learning; Foreign Countries; Secondary School Students; Teacher Attitudes; Problem Solving; Multilingualism; Disadvantaged Schools; Class Size; Teaching Methods; Language of Instruction; Faculty Development; English (Second Language); Second Language Learning; Audio Equipment; Qualitative Research; South Africa + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Fragebogen; Beobachtung; Ausland; Sekundarschüler; Lehrerverhalten; Problemlösen; Mehrsprachigkeit; Multilingualismus; Klassengröße; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Audio-CD; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The South African curriculum emphasizes the teaching of problem solving in mathematics. However, little is known about South African teachers' views on the teaching of mathematical problem solving (MPS). The purpose of this study was to establish Grade 9 South African teachers' views, teaching strategies and the support required in their teaching of MPS. We worked with teachers who teach MPS to large, under-resourced and multilingual classes. Data for the study were collected using an open-ended questionnaire and classroom observations. The questionnaire sample consisted of 31 teachers from 20 schools in a district in Gauteng, South Africa. Data was analysed through grounded theory techniques and the findings indicate that overcrowded classes and learners' problems with English as the language of learning and teaching compel teachers to retain strict ownership of the MPS process. The findings also uncovered that teachers' adoption of the MPS as a step-by-step guided sense-making strategy is a response to learners' perceived lack of mastery of basic algorithms. All participants in the study stated that they required support on the teaching of MPS that included practical demonstration of MPS pedagogy in the context of their classes where discipline is a challenge and learners are under-prepared, lack basic MPS skills and struggle with the language of learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01