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ERIC Number: EJ1143997
Record Type: Journal
Publication Date: 2017-May
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
Exploring Teachers' Practices in Teaching Mathematics and Statistics in Kwazulu-Natal Schools
Umugiraneza, Odette; Bansilal, Sarah; North, Delia
South African Journal of Education, v37 n2 Article 1306 May 2017
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.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa