Qualitative Approaches in Mathematics Education Research: Challenges and Possible Solutions

Sharma, Sashi

doi:10.11648/j.edu.20130202.14

Cited by 37 publications

(30 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Following Sharma (2013), I chose a qualitative approach given its strengths in detailing, revealing, and describing occurrences, situations, activities, and events in their natural setting, along with the meaning they have for those who participate in them. I used purposive sampling to identify eight teachers (out of 30) in the school (four support teachers and four regular teachers), all with a minimum of two years' teaching experience.…”

Section: Methodsmentioning

confidence: 99%

Teachers' views on inclusive education for secondary school visually impaired learners: An example from Lesotho

Ralejoe

2019

Journal of Education

View full text Add to dashboard Cite

In this article I consider the views of teachers and their experiences relating to their teaching of heterogeneous learners (including some who are visually impaired) in a secondary mainstream school in Lesotho. Data was collected using focus group discussions. Two groups were formed, one consisting of four regular/mainstream teachers and the other of four support teachers. Data was analysed thematically, and the results showed that, generally, teachers preferred mainstream schooling for children with visual impairment, although resource challenges prompted them to think about special schools as alternatives in extremely under-resourced schools. The Basotho culture of communalism seemed to have played a big role in teachers' obligations to take care of all children without discrimination. Furthermore, the educational success of learners with visual impairment appeared to be a motivation for the teachers. However, they reported some challenges such as the shortage of equipment and support staff, an examination-orientated curriculum, and a hostile infrastructure. It is recommended that these be addressed by the concerned parties in order to improve inclusive education for the benefit of teachers and learners (with and without visual impairment) in the school concerned.

show abstract

Section: Methodsmentioning

confidence: 99%

Teachers' views on inclusive education for secondary school visually impaired learners: An example from Lesotho

Ralejoe

2019

Journal of Education

View full text Add to dashboard Cite

show abstract

“…Semi-structured interviews with the teachers were used to corroborate classroom observation and to elicit more information regarding knowledge and understanding of text-based teaching. The interviews were used as a strategy to follow participants' lines of thought and to provide additional information regarding the implementation of the text-based approach (Sharma, 2010).…”

Section: Research Design and Data Collectionmentioning

confidence: 99%

Policy, practice, purpose: the text-based approach in contemporary South African EFAL classrooms

Mohlabi-Tlaka

Jager²,

Engelbrecht³

2017

PLING

View full text Add to dashboard Cite

“…have on those who participate in them; as well as its strength in providing depth and details through direct quotations and descriptions of situations, events, interactions and observed behaviors [6]- [8]. Data was collected from a sample of 9 visually impaired, 4 teachers and 2 principals using semi-structured interviews, participant observation and field notes as the data collection instruments [9].…”

Section: Methodsmentioning

confidence: 99%

The Vitality of the Braille in Enabling Inclusion for the Visually Impaired in Regular Secondary Schools in the North West Region of Cameroon

Bamu¹,

Putte²,

Hove³

2016

IJIET

View full text Add to dashboard Cite

Abstract-The inclusion of the visually impaired in regular schools necessitates that braille is provided to them. Nonetheless, there is a likelihood or possibility in actuality for the visually impaired not being included in the learning that goes on in the regular secondary schools unless appropriate measures are taken to ensure their inclusion. This article which is an excerpt of an ongoing qualitative research in the North West region of Cameroon examines the braille provisioning in regular secondary schools, the approaches used in the provision of this resource and the appropriate measure to fully include the visually impaired. An examination of the braille, the appropriate measures to fully include the visually impaired leaves the conclusion that there is a prospect and likelihood for the visually impaired to be educated in regular secondary schools and that it is important for the regular schools in Cameroon to build on the existing provisioning of the braille. This is owing to the fact that this resource in actual fact is however what is currently available and also the working initiative in the education of the visually impaired.Index Terms-Braille, cameroon, inclusion, visually impaired.

show abstract

Qualitative Approaches in Mathematics Education Research: Challenges and Possible Solutions

Cited by 37 publications

References 31 publications

Teachers' views on inclusive education for secondary school visually impaired learners: An example from Lesotho

Teachers' views on inclusive education for secondary school visually impaired learners: An example from Lesotho

Policy, practice, purpose: the text-based approach in contemporary South African EFAL classrooms

The Vitality of the Braille in Enabling Inclusion for the Visually Impaired in Regular Secondary Schools in the North West Region of Cameroon

Contact Info

Product

Resources

About