Teacher conceptualisations of pedagogical content knowledge in relation to meaningful learning in the context of teaching of mathematics in primary schools
| dc.contributor.author | Sitsula, Tshisikhawe Mary | |
| dc.date.accessioned | 2023-03-14T10:11:00Z | |
| dc.date.available | 2023-03-14T10:11:00Z | |
| dc.date.issued | 2020 | |
| dc.description | A thesis submitted in fulfillment of the academic requirements for the degree of Doctor of Education in the Department of Mathematics, Science and Technology Education in the Faculty of Education, University of Zululand, 2020. | en_US |
| dc.description.abstract | Teachers play a critical role in mathematics classroom. For the most part, learning mathematics is more than just learning concepts and skills. The indispensable goal of teaching at all levels is to involve learners in meaningful learning, which occurs when learners are making meaning. Teaching is a mutual procedure that is centered on learner's learning. The current research problem is identified in finding out teacher’s knowledge of teaching mathematics that may try to stimulate learners' meaningful learning. The aim of this study was to identify levels of IP teacher’s Mathematics Pedagogical Content Knowledge and their associated operational manifestations in the context of mathematics teaching and learning at Sibasa circuit in the Vhembe District. This study adopted a Mixed-method research design to understand teacher’s conceptualisations and facilitations of mathematics learning. The population of this study constitutes of teachers from intermediate phase at Sibasa circuit in the Vhembe district in Limpopo province, South Africa. Two instruments, questionnaires and interviews were to collect data for this study. Teacher’s questionnaire distributed to 120 Intermediate Phase mathematics teachers, and in qualitative method, 10 participants were interviewed to ensure that the researcher collected data from people who have the relevant information. The results showed that teachers’ Mathematics Pedagogical Content Knowledge is generally quite weak which fundamentally limit meaningful learning. Drawing from these findings, the author proposed Tshisi model (Figure 3.3), as a model to facilitate meaningful mathematics practice at the intermediate phase. It is anticipated that the findings of this study will give teachers and curriculum developers’ new insights into emerging issues on meaningful teaching in mathematics classroom. The study gave general recommendations for improving teacher’s mathematical knowledge towards teaching Mathematics. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10530/2228 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Zululand | en_US |
| dc.subject | Mathematics | en_US |
| dc.subject | Content knowledge | en_US |
| dc.subject | Mathematics Pedagogical Content Knowledge | en_US |
| dc.title | Teacher conceptualisations of pedagogical content knowledge in relation to meaningful learning in the context of teaching of mathematics in primary schools | en_US |
| dc.type | Thesis | en_US |
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