Opportunities to develop mathematical proficiency in Grade 6 mathematics classrooms in KwaZulu-Natal
Article
Abstract
English
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.
Keywords
English
Mathematical proficiency Opportunities to learn Mathematics teaching South Africa Conceptual understanding Procedural fluency
Record information
Authors
Ally, Noor
Christiansen, Iben Maj
Publisher
Faculty of Education, University of the Free State