- Title
- Factors influencing the implementation of mathematical word problems in foundation phase classrooms: theory and practice
- Creator
- Van Zyl, Marinda
- Subject
- Education -- Curriculum planning -- Foundation phase
- Date Issued
- 2012
- Date
- 2012
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- vital:9564
- Identifier
- http://hdl.handle.net/10948/d1015954
- Description
- This treatise investigated mathematical word problems (MWPs) and their implementation in Foundation Phase classrooms. Factors influencing the implementation of MWPs, with specific reference to the teachers and learners involved, emerged. Direct and indirect factors influencing the implementation of MWPs were acknowledged. Student teachers‟ reflections on classroom practices experienced during their teaching practice training period for their initial teaching qualification inspired me as lecturer to embark on my own journey of inquiry and study the phenomenon above. As this study was undertaken in South Africa, the need arose to take into consideration the changes that have occurred since 1994. Observations of how democratic values and desires feature, or do not feature, when engaging with the phenomenon had to be considered. This study also aimed to emphasise inequalities in everyday practice. The discovery of “good practice” (Cooper 2010:170) contributed towards addressing the factors that emerged as influencing the implementation of MWPs. Jansens (2009:170) book Knowledge in the blood presents compelling reasons for disclosing the state of current practice and seeks alternatives to promote the required change in mathematics teaching, with one of the perspectives on mathematics education being the emphasis on implementing MWPs in the Foundation Phase. Teachers often extend their own preferences into practice and emphasise their “knowledge in the blood” as their view of good practice. Learners‟ needs and learner diversity are often overlooked. Learners‟ assessment scores, both nationally and internationally, have revealed more negative facts. These low scores have often been, and often still are, news flashes, contributing to a negative view of teachers and education. In order to address the widespread sentiment that there is “no hope for teachers” (Jansen 2011:19), and to avoid a recycling of negativity, “good practice” (Cooper 2010:170) is key to success. This study aimed to discover hope for teachers and learners.
- Format
- 111 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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