Opportunities to develop mathematical proficiency in Grade 6 mathematics classrooms in KwaZulu-Natal

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dc.contributor.authorAlly, Noor
dc.contributor.authorChristiansen, Iben Maj
dc.date.accessioned2016-07-21T09:24:10Z
dc.date.available2016-07-21T09:24:10Z
dc.date.issued2013
dc.description.abstractIn 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.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationAlly, 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.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3698
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectMathematical proficiencyen_ZA
dc.subjectOpportunities to learnen_ZA
dc.subjectMathematics teachingen_ZA
dc.subjectSouth Africaen_ZA
dc.subjectConceptual understandingen_ZA
dc.subjectProcedural fluencyen_ZA
dc.titleOpportunities to develop mathematical proficiency in Grade 6 mathematics classrooms in KwaZulu-Natalen_ZA
dc.typeArticleen_ZA
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PiE 2013 Volume 31 Issue 3