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Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices
Thesis (PhD)--University of Pretoria, 2011.
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University of Pretoria
2013
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| _version_ | 1867613666309832704 |
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| access_status_str | Open Access |
| author2 | Stols, Gerrit H. |
| author_browse | Stols, Gerrit H. |
| author_facet | Stols, Gerrit H. |
| collection | Thesis |
| dc_rights_str_mv | © 2011 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, 2011. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/28984 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:39:46.144Z |
| 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:2263/28984 Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices Stols, Gerrit H. Maree, J.G. (Kobus) hanlie.botha@up.ac.za Botha, Johanna Jacoba Curriculum Mathematical literacy Pedagogical content knowledge Beliefs Mathematical content knowledge Learning environment Instructional practice Tasks Discourse; Teachers Learners UCTD Thesis (PhD)--University of Pretoria, 2011. South Africa is the first country in the world to offer Mathematical Literacy as a school subject. This subject was introduced in 2006 as an alternative to Mathematics in the Further Education and Training band. The purpose of this subject is to provide learners with an awareness and understanding of the role that mathematics plays in the modern world, but also with opportunities to engage in real-life problems in different contexts. A problem is the beliefs some people in and outside the classroom have regarding this subject such as teachers believing ML is the dumping ground for mathematics underperformers (Mbekwa, 2007). Another problem is the belief of some principals that any nonmathematics teacher can teach ML. In practice there is Mathematics teachers who teach ML in the same way that they teach Mathematics; non-Mathematics teachers who in many cases lack the necessary mathematical content knowledge and skills to teach ML competently; and Mathematics teachers who adapted their practices to teach ML using different approaches than those required for teaching Mathematics. Limited in-depth research has been done on the ML teachers, what they believe and what knowledge is required to teach this subject effectively and proficiently. The purpose of this study is to investigate the way in which ML is taught in a limited number of classrooms with the view to exploring the relationship between ML teachers’ knowledge and beliefs and their instructional practices. According to Artzt, Armour-Thomas and Curcio (2008) the instructional practice of the teacher plays out in the classroom where teachers’ goals, knowledge and beliefs serve as the driving force behind their instructional efforts to guide and mentor learners in their search for knowledge. To accomplish this aim, an in-depth case study was conducted to explore the nature of teachers’ knowledge and beliefs about ML as manifested in their instructional practices. A qualitative research approach was used in which observations and interviews served as data collection techniques enabling me to interpret the reality as I became part of the lives of the teachers. My study revealed that there is a dynamic but complex relationship between ML teachers’ knowledge and beliefs and their instructional practices. The teachers’ knowledge, but not their stated beliefs were reflected in their instructional practices. Conversely, in one case, the teacher’s instructional practice also had a positive influence on her knowledge and beliefs. It was further revealed that mathematics teacher training and teaching experience played a significant role in the productivity of the teachers’ practices. The findings suggest that although mathematical content knowledge is required to develop PCK, it is teaching experience that plays a crucial role in the development of teachers’ PCK. Although the study’s results cannot be generalised due to the small sample, I believe that the findings concerning the value of teachers’ knowledge and the contradictions between their stated beliefs and practices could possibly contribute to teacher training. Curriculum decision-makers should realise that the teaching of ML requires specially trained, competent, dedicated teachers who value the subject. This exploratory study concludes with recommendations for further research. Science, Mathematics and Technology Education unrestricted 2013-09-07T14:35:11Z 2012-04-18 2013-09-07T14:35:11Z 2012-04-15 2011 2012-02-15 Thesis Botha JJ 2011, Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/28984 > B12/4/128/ag http://hdl.handle.net/2263/28984 http://upetd.up.ac.za/thesis/available/etd-02152012-115118/ © 2011 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 | Curriculum Mathematical literacy Pedagogical content knowledge Beliefs Mathematical content knowledge Learning environment Instructional practice Tasks Discourse; Teachers Learners UCTD Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices |
| title | Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices |
| title_full | Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices |
| title_fullStr | Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices |
| title_full_unstemmed | Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices |
| title_short | Exploring mathematical literacy : the relationship between teachers’ knowledge and beliefs and their instructional practices |
| title_sort | exploring mathematical literacy the relationship between teachers knowledge and beliefs and their instructional practices |
| topic | Curriculum Mathematical literacy Pedagogical content knowledge Beliefs Mathematical content knowledge Learning environment Instructional practice Tasks Discourse; Teachers Learners UCTD |
| url | http://hdl.handle.net/2263/28984 http://upetd.up.ac.za/thesis/available/etd-02152012-115118/ |