Exploring the experiences of teachers teaching mathematics to hearing-impaired learners in an inclusive learning environment
| dc.contributor.advisor | Mpalami, Nkosinathi | en_ZA |
| dc.contributor.author | Tshabalala, Medupe Richard | en_ZA |
| dc.date.accessioned | 2025-01-08T13:27:01Z | |
| dc.date.available | 2025-01-08T13:27:01Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Ed.(Curriculum studies))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | Mathematics teaching is among teachers' most challenging yet rewarding tasks worldwide. However, teaching mathematics to deaf and hard-of-hearing learners has received less attention. Hence, this study explored teachers' experiences teaching mathematics to deaf and hard-of-hearing learners in an inclusive learning environment. The study involved two qualified mathematics teachers and was carried out in a special school in the Motheo District, Free State. Data was collected through lesson observations of two consecutive lessons per teacher, followed by a semi-structured interview with the teachers. Piaget’s constructivism and Vygotsky’s sociocultural learning theories guided the study. The reflexive thematic analysis used for data analysis revealed that language is at the heart of the difficulty for the teacher teaching mathematics to deaf and hard-of-hearing learners and that sign language should be at the interface for pedagogy. It was also discovered that there were no didactic approaches for teachers to teach mathematics to deaf and hard-of-hearing learners. However, in the study's data collection, teachers used spiral approaches, demonstration, and peer tutoring to enhance mathematics teaching for deaf and hard-of-hearing learners. It was then concluded that repetition and demonstration are vital in teaching mathematics to HI learners. Based on the study's findings, the recommendations were that teachers teaching mathematics must undergo in-service training to be equipped with the strategies and skills to teach deaf and hard-of-hearing learners. It is also recommended that teachers familiarize themselves with technological tools that enhance mathematics teaching to deaf and hard-of-hearing learners. The study may contribute to different stakeholders in the education system in several ways. This study may help other special education teachers learn and understand the situation around teaching mathematics to deaf and hard-of-hearing learners. Mathematics teachers are likely to develop strategies to improve mathematics teaching in special schools for deaf and hard-of-hearing learners after the findings in this study. The study has great potential for policymakers to use the findings to develop policies to address challenges experienced by mathematics teachers. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12939 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Experience | en_ZA |
| dc.subject | Hearing-impairment | en_ZA |
| dc.subject | Mathematics teaching | en_ZA |
| dc.subject | Inclusive education | en_ZA |
| dc.subject | Mathematics teacher | en_ZA |
| dc.title | Exploring the experiences of teachers teaching mathematics to hearing-impaired learners in an inclusive learning environment | en_ZA |
| dc.type | Dissertation |