- Title
- Pedagogical experiences of educators implementing mathematical literacy in three FET colleges
- Creator
- Gerber, Mirinda
- Subject
- Mathematics -- Study and teaching -- South Africa -- Evaluation
- Subject
- Mathematics teachers -- Training of -- South Africa -- Eastern Cape
- Date Issued
- 2011
- Date
- 2011
- Type
- Thesis
- Type
- Masters
- Type
- M Ed
- Identifier
- vital:16167
- Identifier
- http://hdl.handle.net/10353/516
- Identifier
- Mathematics -- Study and teaching -- South Africa -- Evaluation
- Identifier
- Mathematics teachers -- Training of -- South Africa -- Eastern Cape
- Description
- The Department of Education was tasked by Government and the Department of Labour to develop learning programmes which would provide skills to learners. The National Certificate Vocational (NCV) programmes were developed, which provided an alternative to completing a National Senior Certificate (NSC). The NC(V) programmes consist of seven subjects of which Mathematical Literacy is offered as a fundamental subject. The NC(V) programmes were officially implemented in 2007 using the FET College sector as a vehicle. FET College educators had to be skilled and re-skilled to teach the various new subjects. One of the new subjects at the time was Mathematical Literacy. Selected educators were provided with a short course to prepare themselves for the implementation of Mathematical Literacy. This study is aimed at investigating the pedagogical experiences of educators who were, and are still part, of the implementation of Mathematical Literacy in the FET College sector. A phenomenological approach was followed in order to capture the lived experiences of the educators. Three educators were selected from different FET colleges within the Eastern Cape Province. A qualitative research was done, making use of interviews. The research found that educators have divergent pedagogical experiences. They make use of different strategies to implement teaching and learning within their classrooms. Though there are good experiences, the research has managed to point out that there are some frustrations too. Recommendations are made with regard to teaching and learning strategies, as well as the emerging trends that surfaced during the research.
- Format
- vi, 145 leaves; 30 cm
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of fort Hare
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