Classroom Management as a Response to Challenges in Mathematics Education: Experiences from a Province in South Africa

Autor/inn/en	Juta, Abigail; Van Wyk, Chris
Titel	Classroom Management as a Response to Challenges in Mathematics Education: Experiences from a Province in South Africa
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 24 (2020) 1, S.21-30 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Wyk, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2020.1731646
Schlagwörter	Classroom Techniques; Mathematics Instruction; Administrator Attitudes; Teacher Attitudes; Mathematics Teachers; Teaching Styles; Student Motivation; Groups; Teaching Methods; Learning Processes; Foreign Countries; Faculty Development; Human Relations; Context Effect; Instructional Materials; Educational Practices; Educational Environment; South Africa + Suchen Sie Ihr Suchwort? Klassenführung; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrstil; Unterrichtsstil; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Zwischenmenschliche Beziehung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on an investigation into management in Mathematics classrooms. Classroom management is contextualised in terms of the managerial actions required to manage classrooms effectively and the extent to which effective classroom management responds to contextual challenges. Relevant literature is reviewed, and theoretical perspectives with investigative value for classroom management are examined. Data was collected using individual semi-structured interviews with four Mathematics department heads and with five teachers per school, for the four focus group interviews. The interviews were audio-taped, transcribed and the data analysed using a process of abductive data analysis as suggested by McMillan and Schumacher (2010; "Research in education: Evidence-based inquiry," 4th ed., Pearson Education). The participants in this study supported the use of different overlapping management styles. Teachers apply these styles by introducing useful and suitable management actions in their classroom practice. It was found that organising group work and motivating learners are actions that encompass the majority of functions related to the management of teaching and learning in Mathematics classrooms. Contextual influences like teachers' professional competencies, curriculum implementation, the maintenance of facilities and the availability of resources and learning materials were highlighted as factors that both support and constrain the effectiveness of classroom management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01