- Title
- Exploring grade 3 teachers’ resistance to ‘take up’progressive mathematics teaching roles
- Creator
- Graven, Mellony
- Creator
- Westaway, Lise
- Date Issued
- 2018
- Date
- 2018
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/69700
- Identifier
- vital:29568
- Identifier
- https://DOI: 10.1007/s13394-018-0237-7
- Description
- This article addresses the question: Why teachers of mathematics have yet to ‘take up’ progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying the mechanisms conditioning the expression of teachers’ identities. In so doing, we show how post-apartheid changes in systemic roles of teachers create contradictory tensions for teachers as these bring their own mathematical learning and teaching experiences into contradiction with the new post-apartheid roles they are mandated to enact. We examine how this contradiction, together with beliefs about mathematics, pedagogy and learners, is expressed in the teaching of grade 3 mathematics. We maintain that the complementarity between teachers’ beliefs and old systemic roles provides an explanation for why teachers of grade 3 mathematics have yet to ‘take-up’ progressive roles. The implications point to the need for teacher development that creates enablers that lead to changes in classroom practices that align with policy-designated, progressive roles in teaching mathematics.
- Format
- 20 pages
- Format
- Language
- English
- Relation
- Mathematics Education Research Journal
- Relation
- Westaway, L. and Graven, M., 2018. Exploring grade 3 teachers’ resistance to ‘take up’progressive mathematics teaching roles. Mathematics Education Research Journal, pp.1-20.
- Relation
- Mathematics Education Research Journal volume number 1 20 March 2018 ISSN 2211-050X
- Rights
- Graven, Mellony
- Rights
- Use of this resource is governed by the terms and conditions of the SpringerLink Terms of Use statement (https://link.springer.com/termsandconditions)
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Graven, Mellony (Prof)
Westaway, Lise (Ms)
RU DST/NRF SARChI for South African Numeracy
RU Department of Education
SDG 04. Quality Education
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