- Title
- A value-based approach to promoting excellence in mathematics education
- Creator
- Austin, Pamela Winifred
- Subject
- Mathematics -- Study and teaching -- South Africa
- Subject
- Inquiry-based learning -- South Africa
- Subject
- Active learning -- South Africa
- Subject
- Effective teaching -- South Africa
- Subject
- Self-efficacy
- Date Issued
- 2010
- Date
- 2010
- Type
- Thesis
- Type
- Doctoral
- Type
- DPhil
- Identifier
- vital:9482
- Identifier
- http://hdl.handle.net/10948/1656
- Identifier
- Mathematics -- Study and teaching -- South Africa
- Identifier
- Inquiry-based learning -- South Africa
- Identifier
- Active learning -- South Africa
- Identifier
- Effective teaching -- South Africa
- Identifier
- Self-efficacy
- Description
- This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education classes. It also reflects a reported renewed interest in values, and the promotion of excellence in education. The effects of a values-based approach to mathematics education towards improving students’ self-efficacy and promoting excellence have been investigated, grounded within my ontology of excellence in mathematics education, which incorporates the values of respect, fairness, accountability, honesty and compassion. An inquiry-based teaching and learning approach formed the framework within which the study took place. Notions of ‘new scholarship’, premised on the view that teaching is about engagement in participatory learning, and the development of communities of creative students, provided the theoretical framework. Both quantitative and qualitative data gathering methods were used. Data-collection tools included affective-disposition statements, interviews, journal entries, as well as a video recording of a mathematics education lesson. The quantitative and qualitative data generated suggest improved levels of self-efficacy amongst the students who participated in the study. The data also suggest that a valuesbased approach to teaching can be used as an effective approach by mathematics teachers – and mathematics teacher educators – for the purpose of promoting the pursuit of excellence. As teacher education worldwide is currently characterised by a lack of vitality in teacher preparation (Grossman, 2008), the findings of this study should provide insights for teacher educators, teachers and policy makers who wish to promote mathematics self-efficacy, excellence and facilitate enhanced vitality within the teaching profession.
- Format
- xi, 255 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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