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How grade 6 teachers deal with the transition from additive to multiplicative thinking: A case study
Thesis (MEd)--Stellenbosch University, 2022.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2022
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| _version_ | 1867613915630796800 |
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| access_status_str | Open Access |
| author | Shilamba, Mirjam Ndeitodino |
| author2 | Gierdien, F. M. |
| author_browse | Gierdien, F. M. Shilamba, Mirjam Ndeitodino |
| author_facet | Gierdien, F. M. Shilamba, Mirjam Ndeitodino |
| author_sort | Shilamba, Mirjam Ndeitodino |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2022. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/124993 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:44.261Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/124993 How grade 6 teachers deal with the transition from additive to multiplicative thinking: A case study Shilamba, Mirjam Ndeitodino Gierdien, F. M. Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Mathematics teachers -- Training of -- Namibia -- Case studies SACMEQ (Southern and Eastern Africa Consortium for Monitoring Educational Quality) Mathematics -- Study and teaching (Elementary) -- Nambia -- Case studies Mathematical models Multiplication Multiplicity (Mathematics) AIMD algorithms Additive increase, multiplicative decrease method UCTD Thesis (MEd)--Stellenbosch University, 2022. ENGLISH ABSTRACT: This study investigates how grade 6 mathematics teachers transition from additive to multiplicative thinking when explaining solutions to multiplication problems. The research topic is adapted from international literature and studied in a Namibian context, where it is especially important as previous studies, for example studies based on the SACMEQ report (Southern and Eastern Africa Consortium for Monitoring Educational Quality), have shown that Namibian teachers find it challenging to unpack mathematics competencies for learners. This study thus attempts to understand how teachers from under-resourced Namibian schools manage to meet the challenge of teaching multiplication in senior primary school. A qualitative research method, guided by the interpretive paradigm, was used to investigate the research question. A total of six grade 6 teachers participated in the study by completing a written task about multiplication and responding to the survey question; and four of the six teachers participated in the semi-structured interviews. The teachers‘ responses were analysed to determine how they understand the concept of multiplication and their concerns regarding it. The study‘s findings indicate that teachers experience difficulties explaining the concept of multiplication in detail and have a few strategies to solve multiplication problems. These include strategies such as repeated addition, the times‘ table, and the long multiplication method. The teachers who participated in the interviews indicated that learners are better adapted to the addition method than any other method. Furthermore, teachers have only one strategy for multi-digit numbers, namely the long multiplication method, yet only some learners can use the strategy successfully. Teachers also find it challenging to explain to learners because learners do not follow the steps and rules that will enable them to use the method on their own. Finally, recommendations to explain the concept of multiplication in detail and strategies are made to assist teachers. Ten different meanings of multiplication are given, and the long multiplication method is elaborated using the array model. AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe graad 6 wiskunde-onderwysers oorgaan van ‘n optel- na vermenigvuldiging-denkwyse wanneer hulle verduidelik hoe om vermenigvuldigingsomme te bereken. Die navorsingsonderwerp is aangepas uit internasionale literatuur en word bestudeer in ‘n Namibiese konteks, waar dit veral belangrik is aangesien vorige studies, byvoorbeeld studies gebaseer op die SACMEQ-verslag (Southern and Eastern Africa Consortium for Monitoring Educational Quality), getoon het dat Namibiese onderwysers dit uitdagend vind om wiskunde vaardighede aan leerders te verduidelik. Hierdie studie poog dus om te verstaan hoe Namibiese onderwysers van skole met gebrekkige hulpbronne daarin slaag om vermenigvuldiging te onderrig in senior laerskool. ‘n Kwalitatiewe navorsingsmetode, gelei deur die interpretatiewe paradigma, is gebruik om die navorsingsvraag te ondersoek. Altesaam ses graad 6-onderwysers het aan die studie deelgeneem. Al ses het ‘n geskrewe taak oor vermenigvuldiging voltooi en vier van die ses het aan semi-gestruktureerde onderhoude deelgeneem. Die onderwysers se antwoorde is ontleed om te bepaal hoe hulle die konsep van vermenigvuldiging verstaan, sowel as hul bekommernisse daaromtrent. Die studie se bevindinge dui daarop dat onderwysers dit moeilik vind om die konsep van vermenigvuldiging in detail te verduidelik en beveel 'n paar strategiee aan om vermenigvuldigingsomme op te los. Die strategiee sluit in: herhaalde optelling, maaltafels, en lang vermenigvuldiging. Die onderwysers wat aan die onderhoude deelgeneem het, het aangedui dat leerders die optelmetode beter verstaan as enige ander metode. Verder het onderwysers net een strategie vir meersyfergetalle, naamlik lang vermenigvuldiging, tog kan net sommige leerders die strategie suksesvol gebruik. Onderwysers vind dit ook moeilik om lang vermenigvuldiging aan leerders te verduidelik omdat leerders nie die stappe en reels volg wat hulle in staat sal stel om die metode op hul eie te gebruik nie. Ten slotte word aanbevelings gemaak om die konsep van vermenigvuldiging in detail te verduidelik en strategiee om onderwysers te help. Tien verskillende betekenisse van vermenigvuldiging word gegee, en lang vermenigvuldiging word uitgebrei deur die area- model te gebruik. Masters 2022-03-11T08:19:01Z 2022-04-29T09:45:24Z 2022-03-11T08:19:01Z 2022-04-29T09:45:24Z 2022-04 Thesis http://hdl.handle.net/10019.1/124993 en_ZA Stellenbosch University xiii, 155 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Mathematics teachers -- Training of -- Namibia -- Case studies SACMEQ (Southern and Eastern Africa Consortium for Monitoring Educational Quality) Mathematics -- Study and teaching (Elementary) -- Nambia -- Case studies Mathematical models Multiplication Multiplicity (Mathematics) AIMD algorithms Additive increase, multiplicative decrease method UCTD Shilamba, Mirjam Ndeitodino How grade 6 teachers deal with the transition from additive to multiplicative thinking: A case study |
| title | How grade 6 teachers deal with the transition from additive to multiplicative thinking: A case study |
| title_full | How grade 6 teachers deal with the transition from additive to multiplicative thinking: A case study |
| title_fullStr | How grade 6 teachers deal with the transition from additive to multiplicative thinking: A case study |
| title_full_unstemmed | How grade 6 teachers deal with the transition from additive to multiplicative thinking: A case study |
| title_short | How grade 6 teachers deal with the transition from additive to multiplicative thinking: A case study |
| title_sort | how grade 6 teachers deal with the transition from additive to multiplicative thinking a case study |
| topic | Mathematics teachers -- Training of -- Namibia -- Case studies SACMEQ (Southern and Eastern Africa Consortium for Monitoring Educational Quality) Mathematics -- Study and teaching (Elementary) -- Nambia -- Case studies Mathematical models Multiplication Multiplicity (Mathematics) AIMD algorithms Additive increase, multiplicative decrease method UCTD |
| url | http://hdl.handle.net/10019.1/124993 |
| work_keys_str_mv | AT shilambamirjamndeitodino howgrade6teachersdealwiththetransitionfromadditivetomultiplicativethinkingacasestudy |