SciELO - Scientific Electronic Library Online

 
vol.37 número2Language at the Grade Three and Four interface: the theory-policy-practice nexusPredicting secondary school dropout among South African adolescents: A survival analysis approach índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100

Resumo

UMUGIRANEZA, Odette; BANSILAL, Sarah  e  NORTH, Delia. Exploring teachers' practices in teaching Mathematics and Statistics in KwaZulu-Natal schools. S. Afr. j. educ. [online]. 2017, vol.37, n.2, pp.1-13. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v37n2a1306.

Teaching approaches and assessment practices are key factors that contribute to the improvement of learner outcomes. The study on which this article is based, explored the methods used by KwaZulu-Natal (KZN) teachers in teaching and assessing mathematics and statistics. An instrument containing closed and open-ended questions was distributed to seventy-five KZN mathematics teachers from Grade Four upwards. Teachers were encouraged to write freely about the different teaching methods and assessments that they used in the classroom. The findings revealed that teachers were more likely to report a single method in teaching statistics, but more than one method for teaching mathematics topics. In terms of assessments, the teachers generally reported the use of a single method. We also found that teachers mostly focus on teacher-led instructional methods and formal assessments. Furthermore, the findings revealed that teachers' demographic factors such as gender, age, teaching experience, participation in professional development course and further studies are associated with the choice of a variety of teaching and assessment methods. It is recommended that professional development courses ought to focus on helping teachers to increase their repertoire of teaching and assessment strategies.

Palavras-chave : assessment methods; demographic factors; teaching mathematics and statistics; teaching methods.

        · texto em Inglês     · Inglês ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons