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Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour
Thesis (PhD)--University of Pretoria, 2010.
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| Format: | Thesis |
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University of Pretoria
2013
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| _version_ | 1867613579467816960 |
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| access_status_str | Open Access |
| author2 | Pillay, Venitha |
| author_browse | Pillay, Venitha |
| author_facet | Pillay, Venitha |
| collection | Thesis |
| dc_rights_str_mv | © 2009 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 | Thesis (PhD)--University of Pretoria, 2010. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/24264 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:38:23.596Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| 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:2263/24264 Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour Pillay, Venitha Howie, Sarah J. hailsbarnes@gmail.com Barnes, Hannah Elizabeth Social constructivism Pre-service Teaching Mathematics Learning Secondary Instructional behaviour Profiles UCTD Thesis (PhD)--University of Pretoria, 2010. This study examined the influence of the mathematics profiles of secondary school pre-service mathematics teachers on their instructional behaviour. The mathematics profile construct was determined with respect to four components, namely, subject matter knowledge, pedagogical content knowledge, conceptions of mathematics and beliefs about the teaching and learning of mathematics. The instructional behaviour construct was studied with regard to participants’ use of a traditional versus reform approach to teaching, and whether learners were afforded an authoritarian versus democratic style of learning. Social constructivism formed the epistemological underpinning. The context for the study was a Post Graduate Certificate in Education (PGCE) course at a university in South Africa. The study adopted a qualitative post-hoc research approach of seven case studies. The final portfolios submitted by participants as part of their PGCE course were used as the main source of data. Through participant and researcher reflections, a visual representation of each participant’s mathematics profile and instructional behaviour was constructed. These were then compared in within-case and cross-case comparisons. Findings indicated that the mathematics profiles of pre-service mathematics teachers have an influence on either enabling or constraining the development of their instructional behaviour. An improvement in the pedagogical content knowledge of mathematics teachers without positive changes in their conceptions and beliefs and the quality of their reflections and subject matter knowledge does not result in reformed instructional behaviour. The mathematics profile as a package needs to be developed in order for pre-service mathematics teachers to make the required changes in their instructional behaviour towards a more reform-orientated approach to teaching and learning of mathematics. Science, Mathematics and Technology Education unrestricted 2013-09-06T17:00:31Z 2010-05-03 2013-09-06T17:00:31Z 2010-04-28 2010-05-03 2010-05-01 Thesis Barnes, HE 2009, Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/24264 > D10/161/ag http://hdl.handle.net/2263/24264 http://upetd.up.ac.za/thesis/available/etd-05012010-162505/ © 2009 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 application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | Social constructivism Pre-service Teaching Mathematics Learning Secondary Instructional behaviour Profiles UCTD Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour |
| title | Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour |
| title_full | Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour |
| title_fullStr | Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour |
| title_full_unstemmed | Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour |
| title_short | Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour |
| title_sort | pre service teachers mathematics profiles and the influence thereof on their instructional behaviour |
| topic | Social constructivism Pre-service Teaching Mathematics Learning Secondary Instructional behaviour Profiles UCTD |
| url | http://hdl.handle.net/2263/24264 http://upetd.up.ac.za/thesis/available/etd-05012010-162505/ |