Literaturnachweis - Detailanzeige
| Autor/inn/en | Qhibi, Agnes D.; Dhlamini, Zwelithini B.; Chuene, Kabelo |
|---|---|
| Titel | Investigating the Strength of Alignment between Senior Phase Mathematics Content Standards and Workbook Activities on Number Patterns |
| Quelle | In: Pythagoras, 41 (2020) 1, (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Qhibi, Agnes D.) ORCID (Dhlamini, Zwelithini B.) ORCID (Chuene, Kabelo) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1012-2346 |
| Schlagwörter | Alignment (Education); Academic Standards; Secondary School Mathematics; Workbooks; Mathematics Activities; Number Concepts; Arithmetic; Geometric Concepts; Algebra; Mathematical Logic; Public Schools; Foreign Countries; South Africa |
| Abstract | Improving the strength of alignment between educational components is essential for quality assurance and to achieve learning goals. The purpose of the study was to investigate the strength of alignment between Senior Phase mathematics content standards and workbook activities on numeric and geometric patterns. The study contributes to strengthening the intended curriculum and the workbook activities, since workbooks are widely used in South African public schools. The study employed the concurrent triangulation research design. The theoretical framework comprised Webb's alignment model and the Surveys of Enacted Curriculum. The Senior Phase mathematics content standards and Department of Basic Education workbooks were selected for content analysis. The findings showed that the alignment between Senior Phase mathematics content standards and workbook activities on numeric and geometric patterns was significantly acceptable with misaligned content and representations that require urgent attention. We recommend reconfiguration of both the workbook activities on numeric and geometric patterns and Senior Phase mathematics content standards to align content, cognitive levels, representations and assessment. Further studies on teaching and learning that are aided by the workbook activities should be mandated. (As Provided). |
| Anmerkungen | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/pythagoras |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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