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The Professional Mathematics Teacher Identity of non-specialist primary school mathematics teachers
Dissertation (MEd)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613592384176128 |
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| access_status_str | Open Access |
| author2 | Van Putten, Sonja |
| author_browse | Van Putten, Sonja |
| author_facet | Van Putten, Sonja |
| collection | Thesis |
| dc_rights_str_mv | © 2019 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)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/70077 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:35.948Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| 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:2263/70077 The Professional Mathematics Teacher Identity of non-specialist primary school mathematics teachers Van Putten, Sonja u04419995@tuks.co.za Blom, Nicolaas Willem Dibane, Zanele UCTD Professional Mathematics Teacher Identity Subject specialist Teaching and learning specialist. Mathematics Non-specialist mathematics Primary school teachers Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2018. The importance of subject knowledge and teaching skills has been emphasised by a number of studies. This study examined the Professional Mathematics Teacher Identity (PMTI) of non-specialist mathematics primary school teachers in terms of two aspects - the teacher as subject specialist and as teaching and learning specialist. A case study research design using a qualitative method was employed in this study. Three Grade 6 non-specialist mathematics teachers were purposively and conveniently selected as participants of the study. Their PMTI was revealed through interviews, lesson observation and the way in which they used the lesson plans. The focus of the study was on the teachers’ subject matter knowledge (including an explanation of the concept, asking higher-order questions and the correcting of misconceptions) and teaching skills (including the application of different teaching approaches and using representations when teaching). Themes were pre-determined from the conceptual framework, which was a deductive analysis. Furthermore, codes and categories emerged from the semi-structured interview transcriptions conducted with the participants in this study. The findings from this study revealed that non-specialist mathematics primary school teachers have inadequate subject matter knowledge and teaching skills, which have an influence on the teaching and learning of mathematics. The findings also indicated that non-specialist mathematics teachers find it difficult to employ learner-centred teaching approaches. Thus, it is suggested that primary schools employ mathematics specialists from the Intermediate Phase upwards. Lastly, it was concluded that mathematics teaching requires specialised training. bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities 2019-06-02T11:40:01Z 2019-06-02T11:40:01Z 2019/04/18 2018 Dissertation Dibane, Z 2018, The Professional Mathematics Teacher Identity of non-specialist primary school mathematics teachers, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/70077> A2019 http://hdl.handle.net/2263/70077 en © 2019 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 Professional Mathematics Teacher Identity Subject specialist Teaching and learning specialist. Mathematics Non-specialist mathematics Primary school teachers Education theses SDG-04 Education theses SDG-10 The Professional Mathematics Teacher Identity of non-specialist primary school mathematics teachers |
| title | The Professional Mathematics Teacher Identity of non-specialist primary school mathematics teachers |
| title_full | The Professional Mathematics Teacher Identity of non-specialist primary school mathematics teachers |
| title_fullStr | The Professional Mathematics Teacher Identity of non-specialist primary school mathematics teachers |
| title_full_unstemmed | The Professional Mathematics Teacher Identity of non-specialist primary school mathematics teachers |
| title_short | The Professional Mathematics Teacher Identity of non-specialist primary school mathematics teachers |
| title_sort | professional mathematics teacher identity of non specialist primary school mathematics teachers |
| topic | UCTD Professional Mathematics Teacher Identity Subject specialist Teaching and learning specialist. Mathematics Non-specialist mathematics Primary school teachers Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/70077 |