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ERIC Number: EJ1147913
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
EISSN: N/A
The Use of Cartoons as a Tool to Support Teacher Ownership of Mathematics Curriculum Change
Webb, Lyn
African Journal of Research in Mathematics, Science and Technology Education, v19 n1 p57-68 2015
In South Africa teachers are faced with the introduction of yet another revised curriculum. Higher education institutes are developing programmes to help teachers through the transition. This article describes such an intervention. The research addresses the question: how could mathematical reasoning cartoons be used as a tool to support teacher ownership of curriculum change? The article reports on three action research iterations in which qualified and experienced mathematics teachers are introduced to the use of reasoning cartoons during a short learning programme targeting the development of teachers' ownership of curriculum change. Rainer and Matthews's ownership of learning framework is adapted and used as a theoretical lens to provide indicators of teachers' ownership of curriculum change. Data were collected from audio-taped discussions in groups and teachers' written reflections concerning the introduction of reasoning cartoons, using the tenets of exploratory talk, into their classes. The results indicate that, after the first iteration, where cartoons developed commercially in the UK were introduced, teachers demonstrated that they could move from a didactic to a dialogic environment where spaces were created for all participants to speak and to listen. When cartoon content was drawn from the current South African curriculum, the teachers were able to introduce a largely teacher-centred approach to implementing the curriculum. However, it was only when the teachers took ownership of their own cartoon construction that they manifested the majority of indicators of ownership of curriculum change. The research suggests that teachers can use a mediating artefact to enable them to embrace curriculum changes imposed from the top down.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa; United Kingdom
Grant or Contract Numbers: N/A