Perspectives of novice teachers about the impact of blended teaching on learning of mathematics
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Date
2022
Authors
Raxangana, Lukholo
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Teaching mathematics in the Fourth Industrial Revolution (4IR) era offers novice mathematics teachers daunting challenges. Despite using various aids in teaching the learning area, novice mathematic teachers still experience challenges during crises such as during the COVID-19 pandemic era. Such challenges could escalate and confirm the preconceived notion perceived by others that mathematics is a challenging learning area. This study sought to investigate the perspectives of novice teachers on the impact of blended teaching and learning mathematics in Sedibeng West District. The study involved eight novice teachers from four selected schools. Blended Teaching (BT) approaches for novice teachers are intended to ensure that they are effective in their teaching so that learners can gain a deeper insight into mathematics. The researcher adopted a case study design involving thematic analysis of responses from novice mathematics teachers. The researcher conducted semi-structured and focus group interviews due to the origination of discrete ethical defies that do not fully match those fostered by one-on-one discussions on collecting the data. This study was framed mainly within a Social Constructivist theory by Vygotsky (1978).
The study used the Community of Inquiry (CoI) model as its analytical framework to analyse the data. It emerged from the study that there were various perspectives of novice teachers about the impact of blended teaching on learning mathematics. These included the impact of load-shedding, benefits of blended teaching, perceptions of novice teachers, and hindrances of BT. Novice teachers from the selected schools ascribed their perceptions of the challenges associated with blended teaching tools. The anticipated findings of this study will give curriculum designers, district directors, school management teams, and mathematics teachers a clear overview of how these perceptions could be addressed across the board. Thus, the recommendation was that the teacher development division could train novice teachers in the Department of Basic Education to bridge the gap between teacher training institutions of higher learning. Novice teachers should attend classes on time to avoid the misuse of internet connection so that they (novice teachers) can supervise the learning process when using the devices. The development of Data-free blended teaching tools should assist all learners regardless of their location during load shedding.
Description
Dissertation (M.Ed.(Mathematics Education))--University of the Free State, 2022
Keywords
Blended teaching, COVID, Teachers, Novice, Mathematics