Resumo

MBHIZA, Hlamulo Wiseman. Using video-stimulated recall interviews: teachers' reflections on the teaching of algebraic functions in rural classrooms. IJTL [online]. 2019, vol.14, n.2, pp.92-107. ISSN 2519-5670.

This paper has emerged from a qualitative study based on exploring Grade 10 rural mathematics teachers' discourses and teaching approaches while teaching algebraic functions in Acornhoek, Mpumalanga Province in South Africa. The topic was explored through individual semi-structured interviews, unstructured classroom observations and Video-Stimulated Recall Interviews (VSRIs) with five teachers from five different school sites representing multiple cases. Both participating schools and teachers were purposively selected for the study. The current paper focuses primarily on the data from VSRIs, which allowed teachers to revisit and reflect on recorded lessons. Teachers' reflections and comments made during the viewing of the video footages were analysed using Fairclough's Critical Discourse Analysis in relation to Professional Learning and Change theoretical framework. The benefit of using VSRIs is that it enabled teachers to question their own teaching, in turn positioning them better to interrogate and problematise the taken-for-granted nature of their classroom work. This method did not only complement the data from the other two methods used in the study, but also allowed teachers to configure alternative courses of action and utterances during teaching in the classroom that challenge and modify their teaching practices.

Palavras-chave : mathematics; algebraic function; Video-Stimulated Recall Interview; rural; teaching.

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