Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics?

Pournara, Craig; Hodgen, Jeremy; Adler, Jill; Pillay, Vasen

doi:10.15700/saje.v35n3a1083

Cited by 51 publications

(32 citation statements)

References 20 publications

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“…The major result of this study is that learners taught by the teachers who had taken the course significantly outperformed the learners in the same schools taught by teachers who had not taken the course. 10 This was a pilot study, and the results are only indicative. Nevertheless, the implications are that enhancing teachers' mathematical knowledge for teaching can lead to improvements in learning.…”

Section: A Current Project With Specific Focus On Mathematics For Teamentioning

confidence: 98%

Mathematics in mathematics education

Adler¹

2017

S. Afr. J. Sci.

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Section: A Current Project With Specific Focus On Mathematics For Teamentioning

confidence: 98%

Mathematics in mathematics education

Adler¹

2017

S. Afr. J. Sci.

Self Cite

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“…Foundation phase pre-service teachers need to be aware of the skills that build an awareness of the significant role that mathematics plays in real-life situations, and that these skills shape the personal development of the learner. Therefore, to teach mathematics effectively, teachers require insight and knowledge beyond the pages of mathematics textbooks (Pournara, Hodgen, Adler, & Pillay, 2015). Tsamir, Tirosh, and Levenson (2011) stated that teaching early mathematics should not only include knowledge of mathematical content but also of mathematical processes.…”

Section: An Integrated Learning Approach In Early Mathematics Teachermentioning

confidence: 99%

Enriching Teaching Through Artefacts: An Early Childhood Mathematics Teacher Educator's Self-Study Project

Kortjass

2019

Educ. res. soc. change.

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This paper reports on what I learned in a self-study research project, using artefacts for teaching foundation phase (FP) pre-service (student) teachers in the module, Numeracy in the Early Years. The study focused on the merits of an integrated learning approach (ILA). As a teacher educator, the self-study concept has inspired me to continually attempt to improve my educational practices with the aim of supporting pre-service teachers' learning and, consequently, their teaching. ILA requires critical awareness of how mathematical relationships are used in social, environmental, and cultural relations. I adopted a sociocultural theoretical perspective that highlights the fundamental requirement of working together in educational contexts in order to make sense of collective and personal experiences. In the artefact activity I employed, students discussed and presented self-selected cultural artefacts such as beadwork, jewellery, and clothing. This interactive activity demonstrated that pre-service teachers require ample opportunities to utilise objects from their sociocultural environments whilst gaining practical experience of the content of early childhood mathematics in order to learn about and appreciate mathematics in a meaningful way. By engaging in innovative self-study methods to support pre-service teachers, teacher educators can improve the quality of their own practice, and improve student learning.

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“…South African studies on teachers' mathematical knowledge such as that of Pournara et al (2015) have established that many teachers in South Africa lack subject content knowledge.…”

Section: Knowledge Of Content and Curriculum (Kcs)/(horizon)mentioning

confidence: 99%

Collaboration and teacher knowledge in a teacher learning community: A case of mathematics teachers in KwaZulu-Natal province

Zulu

Bertram

2019

SAJHE

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The literature on professional development of teachers has shifted to focusing on collaboration and learning communities as a productive way for teachers to learn. This qualitative case study examines the nature of collaborative activities and the kinds of teacher knowledge learnt in a community of high school mathematics teachers. Data was collected through observations of professional development workshops, questionnaires, interviews with teachers and document analysis. The findings established that collegial collaboration and the focus on specialised content knowledge in this learning community enabled teachers to approach their teaching more effectively. In this article we claim that that the learning community is a productive learning space because it was supported by the Department of Education and a Non-Governmental Organisation, and because it focused on specialised content knowledge. The collaborative focus enabled teachers to share knowledge and ideas resulting in teachers taking charge of their own learning.

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Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics?

Cited by 51 publications

References 20 publications

Mathematics in mathematics education

Mathematics in mathematics education

Enriching Teaching Through Artefacts: An Early Childhood Mathematics Teacher Educator's Self-Study Project

Collaboration and teacher knowledge in a teacher learning community: A case of mathematics teachers in KwaZulu-Natal province

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