Opportunities to develop mathematical proficiency in Grade 6 mathematics classrooms in KwaZulu-Natal
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Date
2013
Authors
Ally, Noor
Christiansen, Iben Maj
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
In this article, we propose a rubric for assessing the teacher’s provision of opportunities
to develop mathematical proficiency in classrooms. The rubric is applied to data
from 30 video recordings of mathematics lessons taught in Grade 6 in one district
of KwaZulu-Natal. The results suggest that opportunities to develop procedural
fluency are common, but generally of a low quality; that opportunities to develop
conceptual understanding are present in about half the lessons, but also are not of
a high quality; and that overall opportunities to develop mathematical proficiency
are limited, because learners are not engaging in adaptive reasoning, hardly have
any opportunities to develop a productive disposition, and seldom are given the
opportunity to engage in problem-solving which could develop their strategic
competence.
Description
Keywords
Mathematical proficiency, Opportunities to learn, Mathematics teaching, South Africa, Conceptual understanding, Procedural fluency
Citation
Ally, N., & Christiansen, I. M. (2013). Opportunities to develop mathematical proficiency in Grade 6 mathematics classrooms in KwaZulu-Natal. Perspectives in Education: Primary mathematics: addressing the crisis, 31(3), 106-121.