SOUTH AFRICAN TEACHERS’ MATHEMATICAL KNOWLEDGE: REFLECTIONS FROM SHORT LEARNING INTERVENTION PROGRAMME (SLIP)

TitleSOUTH AFRICAN TEACHERS’ MATHEMATICAL KNOWLEDGE: REFLECTIONS FROM SHORT LEARNING INTERVENTION PROGRAMME (SLIP)
Publication TypeJournal Article
Year of Publication2019
AuthorsJita, LC, Ige, OA
JournalProblems of Education in the 21st Century
Volume77
Issue6
Start Page705-721
PaginationContinuous
Date PublishedDecember/2019
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersE-ISSN 2538-7111
Keywordsmathematical knowledge, short learning intervention programme, South African teachers
Abstract

This qualitative research reports the results of a short learning intervention programme conducted by South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education to enhance the mathematical knowledge of teachers in some South African schools. The short learning programme comprised the fostering of teachers’ mathematical knowledge and the formation of lesson study groups to apply the knowledge gained from the intervention programme in different schools in the country. The sample comprised 53 male and 72 female Mathematics teachers who were nominated from several school districts in the country. The participants were trained using Mathematical Knowledge for Teaching (MKT) which included the topics of probability/ratio and proportion (grades 1-9). The MKT consisted of these sets of expertise: Common Content Knowledge (CCK), Specialised Content Knowledge (SCK), Knowledge of Contents and Students (KCS), and Knowledge of Content and Teaching (KCT). The lesson study groups applied the knowledge acquired from the short learning intervention programme to engage in group activities, lesson studies, and to report the major challenges in doing the lesson studies. This model research comprised three stages: the first stage involved active participation in the workshops that took place at the University of the Free State; the teachers that attended the training workshops implemented the knowledge gained in the respective schools in their districts in the second stage; and the third stage involved the compilation and submission of a Portfolio of Evidence (PoE) by the teachers that participated in the training workshops.

URLhttp://oaji.net/articles/2019/457-1575642364.pdf
DOI10.33225/pec/19.77.705
Refereed DesignationRefereed
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