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South African Grade 6 Mathematics teachers’ implementation of projects
Dissertation (MEd General Mathematics Education))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613523070156800 |
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| access_status_str | Open Access |
| author2 | Botha, Hanlie |
| author_browse | Botha, Hanlie |
| author_facet | Botha, Hanlie |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd General Mathematics Education))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/100446 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:29.889Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/100446 South African Grade 6 Mathematics teachers’ implementation of projects Botha, Hanlie carika@loggies.co.za Van Loggerenberg, Carika UCTD Project-based learning Project-based assessment Formative assessment Summative assessment Enacted curriculum Intended curriculum Active learning Dissertation (MEd General Mathematics Education))--University of Pretoria, 2024. This study explores how Grade 6 mathematics teachers implement projects as formative and summative assessments using Project-Based Learning (PBL) and Project-Based Assessment (PBA). My conceptual framework was influenced by the George Lucas Education Foundations’ model for implementing Project-Based Learning (PBL) along with other scholars’ work regarding the factors influencing the use of projects. The main research question guiding this study is: How do Grade 6 mathematics teachers implement projects? Through convenience sampling and a questionnaire on the use of PBL (distributed by the Skoleondersteuningsentrum), I was able to select three participants who could contribute to answering this research question. This is a qualitative study encapsulated by the interpretive paradigm where an in-depth exploratory case study design was used. Using document analysis, observations and interviews, I was able to explore how teachers design and implement projects for formative and summative assessments, but also come to understand the challenges that they experience. The findings of this study reveal that these teachers face significant challenges in designing and implementing projects for both formative and summative assessments. There is a notable gap in their conceptual understanding of PBL and PBA. Additionally, the projects created do not align with the intentions of the Curriculum and Assessment Policy Statement (CAPS), highlighting a disparity between the intended and the enacted curriculum. These findings indicate the need for intervention programmes aimed at re-equipping teachers. Such programmes should focus on equipping teachers with the necessary skills and knowledge to design and administer effective projects, thereby fostering classroom environments that promote active learning. Science, Mathematics and Technology Education MEd (General Mathematics Education) Unrestricted Faculty of Education SDG-04:Quality Education 2025-02-03T17:44:20Z 2025-02-03T17:44:20Z 2025-04 2024-09 Dissertation * A2025 http://hdl.handle.net/2263/100446 10.25403/UPresearchdata.28328042 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Project-based learning Project-based assessment Formative assessment Summative assessment Enacted curriculum Intended curriculum Active learning South African Grade 6 Mathematics teachers’ implementation of projects |
| title | South African Grade 6 Mathematics teachers’ implementation of projects |
| title_full | South African Grade 6 Mathematics teachers’ implementation of projects |
| title_fullStr | South African Grade 6 Mathematics teachers’ implementation of projects |
| title_full_unstemmed | South African Grade 6 Mathematics teachers’ implementation of projects |
| title_short | South African Grade 6 Mathematics teachers’ implementation of projects |
| title_sort | south african grade 6 mathematics teachers implementation of projects |
| topic | UCTD Project-based learning Project-based assessment Formative assessment Summative assessment Enacted curriculum Intended curriculum Active learning |
| url | http://hdl.handle.net/2263/100446 |