An Exploration of Teaching for Understanding the Problem for Geometric Proof Development: The Case of Two Secondary School Mathematics Teachers

Mwadzaangati, Lisnet; Kazima, Mercy

doi:10.1080/18117295.2019.1685221

Cited by 3 publications

(4 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recently, there have also been some studies that follow the suggestions from Ball (2017) and investigate what is involved in the mathematical work of teaching. One example is the study by Mwadzaangati and Kazima (2019), which explores tasks of teaching involved in the work of teaching geometric proofs in secondary school. This appears to be a promising route, and the present study follows in a similar direction when we explore dilemmas entailed in the work of teaching mathematics in early years.…”

Section: Recent Research In Southern Africamentioning

confidence: 99%

“…Tasks of teaching constitute one set of constituent aspects of the work of teaching mathematics (e.g. Mwadzaangati & Kazima 2019); dilemmas constitute another. A key difference is that tasks of teaching involve some kind of problem that teachers routinely have to solve in teaching, like 'asking productive mathematical questions' (Ball, Thames & Phelps 2008), whereas dilemmas of teaching are situations that involve problems that cannot be solved on the spot, but the alternative responses or ways of dealing with them inevitably include some negative or unsatisfactory aspects.…”

Section: Conceptual Framework and Research Questionmentioning

confidence: 99%

See 1 more Smart Citation

Studying dilemmas of mathematics teaching in Southern Africa

Gobede

Mosvold²

2022

AJOTED

View full text Add to dashboard Cite

Background: Learners in many countries in sub-Saharan Africa are underperforming in important subjects such as mathematics, and research in these contexts tends to focus on the lack of resources, insufficient teacher knowledge or poor quality in teaching as explanatory factors. This study has taken a different approach.Aim: The study aimed at exploring how analysis of dilemmas that teachers encounter in the work of teaching mathematics may provide a productive approach to studying mathematics teaching in the African context.Setting: The study was conducted in a rural Malawian Grade 1 classroom, where a teacher was teaching arithmetical notation to young learners.Methods: A case study approach was applied, and data were gathered through video observations and interviews. Inductive analysis of observation data was applied to identify and unpack dilemmas of mathematics teaching.Results: Two inherent dilemmas of the complex work of teaching mathematics have been identified and discussed. One dilemma was to decide when and how to present arithmetical notations in different modalities without losing the mathematical meaning. A second dilemma was to decide how to deal with unexpected learner errors while maintaining the planned focus of the lesson.Conclusion: Considering dilemmas of teaching shifts the emphasis from evaluating the teacher to understanding and developing shared understanding of teaching as professional practice.Contribution: The suggested shift in focus acknowledges the challenges of the local context without reverting to deficit views, and it contributes to developing a shared professional language.

show abstract

Section: Recent Research In Southern Africamentioning

confidence: 99%

Section: Conceptual Framework and Research Questionmentioning

confidence: 99%

Studying dilemmas of mathematics teaching in Southern Africa

Gobede

Mosvold²

2022

AJOTED

View full text Add to dashboard Cite

show abstract

“…The two studies that explored what mathematical knowledge for teaching is (What is MKT?) both used a combination of interviews with questionnaires or observations (Makonye 2020;Mwadzaangati & Kazima 2019). Among the two studies that investigated relationships between different aspects of knowledge, one of these used a standardised TPACK instrument (De Freitas & Spangenberg 2019).…”

Section: Focus and Contribution Of Studiesmentioning

confidence: 99%

Mathematical knowledge for teaching in Africa 2014–2021: A review of literature

Mosvold

2022

AJOTED

View full text Add to dashboard Cite

Background: A previous review of literature on mathematical knowledge for teaching in Africa indicated that most studies were small, qualitative studies that did not apply existing measures. The present literature review explores trends in more recent research from 2014 to 2021.Aim: The aim of the literature review is to investigate trends in peer-reviewed journal articles on mathematical knowledge for teaching in Africa from 2014 to 2021.Setting: A literature review of research on mathematical knowledge for teaching in Africa between 2014–2021.Methods: After a three-step search and initial coding, 24 studies were included in the review. Studies were coded in terms of genre, type of study, research problem, sample size, instruments, level and experience of teachers, location of the study and frameworks applied.Results: As compared with the previous literature review, there was variation in sample size, genre of the studies, as well as in the level and experience of participating teachers, and this indicates a field in positive development. Yet, there is a significant geographical lack of balance, as most studies were conducted in South Africa. In addition, there is a predominance of studies that investigate what knowledge teachers have, and many studies provide a deficit view of teachers’ lack of knowledge.Conclusion: Based on the trends in the studies reviewed, a shift in focus from teachers and their (lack of) knowledge to the knowledge demands of teaching is suggested.Contribution: An emphasis on exploring what is involved in teaching mathematics in African contexts might provide a productive turn in research that would be of international interest and significance.

show abstract

“…The parameter level of concept mastery uses Bloom's taxonomy at the Higher Order Thinking Skill (HOTS) level as analysis (C4), evaluation (C5), and creation (C6). Indicators of problem-solving ability are based on Polya's steps, which include understanding the problem, formulating a resolution plan, implementing the resolution plan, and reexamining the answers (Mwadzaangati, 2019).…”

Section: Introductionmentioning

confidence: 99%

Concept Mastery and Mathematical Problem Solving Ability of High School Students in Uniform Motion in a Straight Line Materials (GLBB)

Dua Riong,

Ahmadi,

Supriyadi

2022

JISE

View full text Add to dashboard Cite

This study aims to describe the pattern of the relationship between students concept mastery and mathematical problem-solving ability in GLBB material. This is qualitative associative/constructive research. This investigation was conducted with grade X MIA2 students at SMAN 1 Nita. This study's instrument included a test of concept mastery and mathematical problem-solving ability, documentation of student answer sheets, and unstructured interviews. The technique for data analysis consisted of five stages: data collection, description of raw data, data reduction, data categorization, and construction of category relationships. The findings revealed a reciprocal relationship between concept mastery and mathematical problem-solving ability. In addressing physics problems, mastery of concepts and mathematical problem-solving ability play mutually reinforcing roles. The level of concept mastery of students increases with their problem-solving abilities, and vice versa: the higher the level of conceptual mastery, the greater the mathematical problem-solving abilities. The results showed that there was a semantic congruence between issue solving using the Polya step indicator and problem solving at the levels of analyzing (C4), evaluating (C5), and creating (C6). Keywords : GLBB, Concept Mastery, Mathematical Problem Solving Ability

show abstract

An Exploration of Teaching for Understanding the Problem for Geometric Proof Development: The Case of Two Secondary School Mathematics Teachers

Cited by 3 publications

References 4 publications

Studying dilemmas of mathematics teaching in Southern Africa

Studying dilemmas of mathematics teaching in Southern Africa

Mathematical knowledge for teaching in Africa 2014–2021: A review of literature

Concept Mastery and Mathematical Problem Solving Ability of High School Students in Uniform Motion in a Straight Line Materials (GLBB)

Contact Info

Product

Resources

About