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Theses and dissertations (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/8

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Start date: 2020Subject: search.filters.subject.Mathematics--Study and teaching

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    The role of pedagogical content knowledge in preservice teachers’ choice of examples to create opportunities for learning analytical geometry in KwaZulu-Natal multilingual classrooms
    (2023-11) Zulu, Sibongile; Brijlall, Deonarian; Thamae, Mamothibe
    The study set to respond to calls for research in multilingual mathematics teacher training classrooms with the intention to advance the quality of mathematics preservice teachers (PSTs) content knowledge and improve mathematics education for school learners. In this qualitative study, the pedagogical content knowledge (PCK) of PSTs in one of the universities in the KwaZulu Natal Province in South Africa was explored. This was to understand how it guides their choice of examples for teaching analytical geometry in multilingual classrooms. Grade 11 analytical geometry lesson plans of 21 PSTs who had been given an analytical geometry test were analysed. The test was to investigate the PSTs content knowledge, which is a basis for PCK, and the lesson plans were analysed to examine the PSTs PCK from the way they structure their lesson objectives and choice of examples. Semi-structured verification interviews were conducted to follow up on both the test responses and lesson plan content, mainly the choice of examples. The domains and subdomains of the Shulman’s PCK born Mathematics Teacher’s Specialised Knowledge (MTSK) model and patterns of variation from the variation theory were used as the theoretical framework, which also guided the analytical framework. The study established that the PSTs had limited content knowledge, and PCK for teaching analytical geometry at Grade 11. The limited knowledge was seen in the way the PSTs relied on procedures for problem solving rather than conceptual understanding, and for this reason they chose procedural examples for teaching the topic. The study also found that the language of learning and teaching affects the PSTs ability to explain concepts in their problem solving, and this also affects their examples choice. Interview responses confirmed that the PSTs are not cognizant of the use of language in their example choice. Therefore, PSTs in multilingual teacher training must be explicitly taught to choose examples and consider learners in multilingual classrooms.
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    Exploring the role of lesson study on educators′ pedagogical content knowledge in teaching mathematics
    (2022-09) Dhlamini, Sikhumbuzo Sithembiso; Abraham, Jose
    Findings from local, sub-Saharan and international assessment conducted with South African learners at both primary and secondary levels indicate that South African learners perform poorly in mathematics. Although there are numerous explanations for learners′ poor performance, one of the most important explanations is that educators lack pedagogical content knowledge of mathematics. This study examines the role of lesson study in educators′ pedagogical content knowledge in teaching mathematics. Lesson study is a professional development method for educators that has been used in Japan for decades. In the current study, lesson study seeks to answer 3 research questions: i) What do educators need to enhance their pedagogical content knowledge of teaching numeric and geometric patterns? ii) How does educators′ participation in lesson study enhance their pedagogical content knowledge about teaching of numeric and geometric patterns? iii) What are the educators′ views about the lesson study when teaching numeric and geometric patterns? The investigation of the role of lesson study was conducted through a thematic analysis and a qualitative method. The study focused on 2 of 5 accessible Professional Learning Communities in the Ilembe District of KwaZulu-Natal Province, South Africa, to conduct this research. The reason for selecting these 2 Professional Learning Communities had a total of 7 schools, with Professional Learning Community 1 having 3 schools and 10 educators and Professional Learning Community 2 with 4 schools and 13 educators while other Professional Learning Communities have less number of educators. Participants in the 2 Professional Learning Communities participated in the lesson study process for 9 months. In each lesson study cycle, participants were required to plan, discuss, teach, observe and reflect on lessons together. Due to various constraints, both Professional Learning Communities completed 2 lesson study cycles at the end of this study. Multiple sources of data were collected through group discussions, observations, reflections, semi-structured interviews, and participants′ diary entries. The findings of this study highlight the role of lesson study in improving educators′ pedagogical content knowledge in teaching mathematics. Analysis of the qualitative data revealed that lesson study as a professional development activity provided educators with an encouraging opportunity. Moreover, lesson study became a vehicle for participants to collaborate, discuss and share their teaching knowledge and experiences. Consequently, participants expressed the view that their pedagogical content knowledge was enhanced by participating in the lesson study. However, the extent of enhancement depends on each participant′s attitude and commitment to the teaching profession. The findings underscore the need for lesson study as an educator-led and bottom-up approach to innovative professional development. It became clear that educators′ pedagogical content knowledge is critical to good mathematics teaching and learner understanding. The findings are consistent with the literature on lesson study that show educators need lesson study to enhance their pedagogical content knowledge for teaching numeric and geometric patterns: their mathematical pedagogical knowledge, mathematical content knowledge, and contextual knowledge. Subsequently lesson study offers an alternative, innovative and effective approach to educator professional development that ultimately impacts instruction, therefore, lesson study needs to be promoted in the South African educational context. Although lesson study is a model of educator-led professional development, the involvement of policy makers to promote lesson study in the early stages is still important and relevant. This research recommends collaboration with curriculum specialists to gain insight and expert ideas. Educators need more support from School Management Teams, who are a great help in managing and planning lesson study. All in all, there is a need to foster a culture of lesson study that helps generate enthusiasm and commitment to learning in the lesson study among educators.