Eastern Cape teachers’ beliefs of the nature of mathematics:  Implications for the introduction of in-service mathematical  literacy programmes for teachers

Webb, Lyn; Webb, Paul

doi:10.4102/pythagoras.v0i60.122

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…A study done by Webb and Webb (2004) in the Eastern Cape about teachers' beliefs suggests that, although the participating teachers' espoused beliefs that included innovative views of teaching and learning, these views were often not reflected in their practice. This gap between belief and practice was also evident in another study that compared the beliefs of six final year teacher students with their actual classroom practice (Van Putten, Stols & Howie, 2014).…”

Section: Literature On the Perceptions About Effective Teaching Of Mamentioning

confidence: 99%

What Constitutes Effective Mathematics Teaching? Perceptions of Teachers

Stols

Ono

Rogan

2015

African Journal of Research in Mathematics, Science and Technol

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Beliefs help shape how teachers perceive effective mathematics teaching. Providers of professional development, be they local or from other countries, need to be cognisant of such perceptions. This paper seeks to answer the question, 'What do South African teachers perceive as effective and ineffective teaching for developing conceptual understanding of mathematics?' A sample of 46 mathematics teachers was shown vignettes from eight different classrooms where the lesson dealt with some aspect of teaching fractions, and were then asked to comment on the strengths and weakness of what they observed. The comments were classified into seven themes with 18 sub-themes or categories. The majority of the comments focused on two themes, use of materials and modes of instruction. The various mathematical approaches for developing the concept of fractions received little attention. Perceptions of which vignette was considered to be the most effective approach to teaching mathematics resulted in a wide variety of responses. Finally implications for professional development are explored. It is suggested that in-service courses should be geared to what teachers themselves consider best practice, and that reflection on practice should play a more significant role in professional development.

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Section: Literature On the Perceptions About Effective Teaching Of Mamentioning

confidence: 99%

What Constitutes Effective Mathematics Teaching? Perceptions of Teachers

Stols

Ono

Rogan

2015

African Journal of Research in Mathematics, Science and Technol

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“…Liljedahl (2008) suggested quite a few ways in which such conflicts arising from 'teachers espoused beliefs, intended practice, and actual practice could be explained ' (p. 38). Within the South African context, Webb and Webb (2004) noted that educational and social constructs that are impediments to the transformation of espoused beliefs into improved classroom practice need to be investigated. Previous research has also established that 'Beliefs and practices are linked and teacher development projects emphasizing one without considering the other are likely to fail' (Stipek, Givvin, Salmon, & MacGyvers, 2001).…”

Section: Literature Reviewmentioning

confidence: 98%

Assessment Alternatives—Compliance versus Custom? A Case Study of Five South African Mathematics Teachers

Krishnannair

Christiansen

2013

African Journal of Research in Mathematics, Science and Technol

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Conceptualization and the practice of alternative assessments in the context of general assessment practices in mathematics have wide-ranging significance to learning and teaching. Yet little is known about how South African teachers choose assessment tasks and how it links to their teaching. This paper reports on a case study of five grade 10 mathematics teachers, chosen from five different schools. Data were collected through interviews and analysis of samples of assessments. Ernest's categorization of educators' philosophies and Boesen's classification of competences were used as theoretical frameworks for the analysis of samples of assessments and interviews.The educators' choice of alternative assessment strategies was found to be more of a gesture of compliance with what has been advocated in the Outcomes-Based Education curriculum, rather than a concerted effort to embrace principles of educational reform. Though the teachers' discourses were more inclusive of progressive perspectives on the purpose of assessments, their actual assessment practices still remained within the confines of traditional procedural tests.

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“…Mathematics teaching in South Africa is characterized as using rigid, traditional pedagogies (Khembo, 2011;Webb & Webb, 2011;Wolhuter, 2014), which focus only at the lower cognitive levels (Lombard & Grosser, 2008). Researchers (Kereluik et al, 2013) have argued for a more learner-centered and creative approach to teaching mathematics.…”

Section: Contextualizing Mathematics Educational Policy and Practice mentioning

confidence: 99%