- Title
- An investigation of teachers' mathematical task selection in the Zambia context
- Creator
- Kangwa, Evaristo
- Subject
- Mathematics -- Study and teaching
- Date Issued
- 2013
- Date
- 2013
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:1384
- Identifier
- http://hdl.handle.net/10962/d1001512
- Description
- This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Format
- 117 leaves
- Format
- Contributor
- Brown, Bruce
- Publisher
- Rhodes University
- Publisher
- Faculty of Education, Education
- Language
- English
- Rights
- Kangwa, Evaristo.
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