The effects of pedagogical content knowledge in learning Grade 12 mathematics using problem-based learning
| dc.contributor.advisor | Pule, K.G. | en_ZA |
| dc.contributor.author | Bhagwonparsadh, Yudvir | en_ZA |
| dc.date.accessioned | 2024-06-14T09:30:54Z | |
| dc.date.available | 2024-06-14T09:30:54Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Thesis (Ph.D.(Mathematics, Science and Technology Education))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | This study investigated the effects of teacher’s pedagogical content knowledge in learning Grade 12 Mathematics using problem-based learning (PBL) in two selected secondary schools in the Amajuba district in KwaZulu-Natal. The problem behind the poor performance of Grade 12 Mathematics learners in the National Senior Certificate (NSC) for 2019, 2020, and 2021 is that most learners find it difficult to analyse and evaluate problem-based questions because they may be taught by some unqualified Mathematics teachers with insufficient MPCK and their low knowledge of subject content knowledge and low pedagogy. This study used Vygotsky's social constructivist theory and an inductive, exploratory qualitative case study approach. Data was collected by posing semi-structured interview questions to Mathematics teachers and open-ended questions to focus groups on learners and observing how Mathematics teachers interact with learners in the classroom. This was done to answer the "what" and "how" questions to generate theoretical insights into the phenomena under review. The findings suggest that teachers' MPCK equipped them to use inclusive educational strategies for teaching and learning Grade 12 mathematics, and had a positive outcome on learners' performances. Furthermore, the study's findings proposed that Mathematics teachers should be masters of the content, producing learning content to cognitively stimulate learners to work independently and strive for improved achievements in their current learning. More so, Mathematics teachers should be skilled at applying various teaching and learning methodologies appropriate to the learning abilities of all learners in the classroom so that learners can successfully acquire the content. The success of Grade 12 Mathematics learners adequately learning Mathematics depends on, amongst others, the teachers' ability to facilitate lessons by concretising abstract content using interactive activities in collaborative group learning. The study recommends that Grade 12 Mathematics teachers need training in using PBL as an instructional approach to teaching Mathematics. DBE needs to review the scope of the Grade 12 CAPS document so that PBL, as the preferred instructional strategy, can be adopted in teaching and learning Mathematics. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12604 | |
| 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 | Mathematics pedagogical content knowledge (MPCK) | en_ZA |
| dc.subject | problem-based learning (PBL) | en_ZA |
| dc.subject | Specialised mathematical knowledge (SMK) | en_ZA |
| dc.subject | instructional strategy | en_ZA |
| dc.subject | learning pedagogy | en_ZA |
| dc.subject | scaffolding knowledge | en_ZA |
| dc.title | The effects of pedagogical content knowledge in learning Grade 12 mathematics using problem-based learning | en_ZA |
| dc.type | Thesis |