An analysis of the distribution and use of teaching aids in mathematics in selected Windhoek secondary schools
- Authors: Dzambara, Tobias Munyaradzi
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Teaching -- Aids and devices -- Research
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1344 , http://hdl.handle.net/10962/d1001410
- Description: This study investigates the types of mathematics teaching aids available at both public and private secondary schools in Windhoek. The study characterises their usage and source as well as teachers’ perceptions towards the use of such teaching resources in the Mathematics classroom. The study is grounded in an interpretive paradigm and employed a mixed methods approach to generate both quantitative and qualitative data in two sequential phases. Phase 1 of the research process, which involved 75 Mathematics teachers, took the form of an audit of the availability and use of teaching aids at 25 secondary schools in Windhoek. A case study methodology was adopted in Phase 2 which focused on five purposively selected schools that displayed different characteristics in terms of the availability of teaching resources. The study found that the majority of teachers at secondary schools in Windhoek have a positive attitude towards the importance and role of teaching aids in Mathematics, seeing them as promoters of hands-on engagement, visual reasoning, active participation and motivation amongst learners. However, in some instances schools are underresourced with respect to certain types of teaching aids, specifically graph boards, geoboards, geometric models and computers. A need for appropriate in-school support on the use of teaching aids was also identified
- Full Text:
- Date Issued: 2013
- Authors: Dzambara, Tobias Munyaradzi
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Teaching -- Aids and devices -- Research
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1344 , http://hdl.handle.net/10962/d1001410
- Description: This study investigates the types of mathematics teaching aids available at both public and private secondary schools in Windhoek. The study characterises their usage and source as well as teachers’ perceptions towards the use of such teaching resources in the Mathematics classroom. The study is grounded in an interpretive paradigm and employed a mixed methods approach to generate both quantitative and qualitative data in two sequential phases. Phase 1 of the research process, which involved 75 Mathematics teachers, took the form of an audit of the availability and use of teaching aids at 25 secondary schools in Windhoek. A case study methodology was adopted in Phase 2 which focused on five purposively selected schools that displayed different characteristics in terms of the availability of teaching resources. The study found that the majority of teachers at secondary schools in Windhoek have a positive attitude towards the importance and role of teaching aids in Mathematics, seeing them as promoters of hands-on engagement, visual reasoning, active participation and motivation amongst learners. However, in some instances schools are underresourced with respect to certain types of teaching aids, specifically graph boards, geoboards, geometric models and computers. A need for appropriate in-school support on the use of teaching aids was also identified
- Full Text:
- Date Issued: 2013
How do teachers characterise their teaching for conceptual understanding and procedural fluency?: a case study of two teachers
- Junius, Daniel Franscius, Danie Junius
- Authors: Junius, Daniel Franscius , Danie Junius
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1360 , http://hdl.handle.net/10962/d1001426
- Description: Over many years the practice or art of teaching Mathematics posed itself as, not only being different from the practice of teaching any other subject, but to have many challenges and opportunities that ask for exploration and understanding. Just after independence in 1990, Namibia has embarked upon a reform process for the entire education system. Many changes were brought about to create a uniform, equal system for all. However, many challenges still remain to be addressed. Mathematics education remains one of the key areas where Namibian teachers can contribute towards the improvement of the subject. Unsatisfactory results, under-qualified teachers, and a negative disposition towards Mathematics are some of the challenges. These challenges are not unique to Namibia. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of Mathematics education. Despite encountering numerous obstacles, many teachers are dedicated and achieve outstanding results with their learners. This thesis reports on a research project that focused on the Mathematics teaching practice of two teachers whose experiences can make a positive contribution to the improvement of Mathematics teaching in Namibia. Furthermore, this case study investigated and attempted to understand the Mathematics teaching practices of two proficient teachers who each claimed to have a specific and unique approach to teaching Mathematics. The one claimed to be mainly procedural in her Mathematics teaching, while the other one claimed to teach mainly in a conceptual manner. Both achieve very good results with their classes and attribute their own teaching orientations to a process of several experiences they went through as students and in their careers. The study revealed that both claims are substantiated and that each teacher was consistent in her claimed approach. Many challenges and constraints were encountered by both teachers, but in their unique and specific ways each teacher’s chosen teaching approach supported them to overcome these. It was evident from the findings that each teacher’s practice came about as an evolutionary process over an extended period of time. As many challenges and limitations are universal, it is believed that in sharing experiences, teachers can benefit from each other by improving their practice. It was clearly stated by both participants that the re-thinking of and reflecting on their own practices provided them with new insights and motivation. Peer support and sharing of practices contribute positively towards the improvement of the teachers’ classroom practices.
- Full Text:
- Date Issued: 2013
- Authors: Junius, Daniel Franscius , Danie Junius
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1360 , http://hdl.handle.net/10962/d1001426
- Description: Over many years the practice or art of teaching Mathematics posed itself as, not only being different from the practice of teaching any other subject, but to have many challenges and opportunities that ask for exploration and understanding. Just after independence in 1990, Namibia has embarked upon a reform process for the entire education system. Many changes were brought about to create a uniform, equal system for all. However, many challenges still remain to be addressed. Mathematics education remains one of the key areas where Namibian teachers can contribute towards the improvement of the subject. Unsatisfactory results, under-qualified teachers, and a negative disposition towards Mathematics are some of the challenges. These challenges are not unique to Namibia. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of Mathematics education. Despite encountering numerous obstacles, many teachers are dedicated and achieve outstanding results with their learners. This thesis reports on a research project that focused on the Mathematics teaching practice of two teachers whose experiences can make a positive contribution to the improvement of Mathematics teaching in Namibia. Furthermore, this case study investigated and attempted to understand the Mathematics teaching practices of two proficient teachers who each claimed to have a specific and unique approach to teaching Mathematics. The one claimed to be mainly procedural in her Mathematics teaching, while the other one claimed to teach mainly in a conceptual manner. Both achieve very good results with their classes and attribute their own teaching orientations to a process of several experiences they went through as students and in their careers. The study revealed that both claims are substantiated and that each teacher was consistent in her claimed approach. Many challenges and constraints were encountered by both teachers, but in their unique and specific ways each teacher’s chosen teaching approach supported them to overcome these. It was evident from the findings that each teacher’s practice came about as an evolutionary process over an extended period of time. As many challenges and limitations are universal, it is believed that in sharing experiences, teachers can benefit from each other by improving their practice. It was clearly stated by both participants that the re-thinking of and reflecting on their own practices provided them with new insights and motivation. Peer support and sharing of practices contribute positively towards the improvement of the teachers’ classroom practices.
- Full Text:
- Date Issued: 2013
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