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dc.contributor.authorBansilal, Sarah
dc.contributor.authorBrijlall, Deonarain
dc.contributor.authorMkhwanazi, Thokozani
dc.date.accessioned2016-07-21T07:37:44Z
dc.date.available2016-07-21T07:37:44Z
dc.date.issued2014
dc.identifier.citationBansilal, S., Brijlall, D., & Mkhwanazi, T. (2014). An exploration of the common content knowledge of high school mathematics teachers. Perspectives in Education: Standards in education and training: the challenge, 32(1), 34-50.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3611
dc.description.abstractMany studies point to the problem of poor mathematics content knowledge of mathematics teachers in South Africa. The purpose of this study was to investigate teachers’ knowledge of the mathematics they are themselves teaching. Data was generated from the teachers (n = 253) written responses to test that was a shortened form of a previous Grade 12 Mathematics Paper One examination. The sample of teachers were studying towards an Advanced Certificate in Education (an upgrading high school mathematics qualification) at the University of KwaZulu-Natal in South Africa. The findings revealed that the teachers in this sample obtained an average of 57% in the test. Using an APOS theory analysis it was found that many teachers who were working at an action level of a concept would require help and scaffolding to move to process or object levels of understanding of that concept. Furthermore it was found that on average teachers obtained 29% on questions which were at the problem solving level, raising concerns about how these teachers would mediate tasks that are set at high cognitive levels, with their Grade 12 learners.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectMathematics teachersen_ZA
dc.subjectPedagogical content knowledgeen_ZA
dc.subjectCommon content knowledgeen_ZA
dc.subjectAPOS theoryen_ZA
dc.subjectAlgebraen_ZA
dc.subjectCalculusen_ZA
dc.titleAn exploration of the common content knowledge of high school mathematics teachersen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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