The teaching of Grade 7 Mathematics through the use of multiple means of representation
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Date
2024
Authors
Mmotsi, Irene Mpho
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The study aimed at exploring how Grade 7 educators in the Thabo Mofutsanyane district in Circuit 8 use multiple means of representation in mathematics lessons. The reviewed literature gave insight into the incorporation of multiple means of representation in mathematical lessons. The literature review covered the teaching and learning of fractions, South African curriculum, and inclusive education. The study was guided by the Universal Design for Learning (UDL) framework. The research adopted qualitative design. Four Grade 7 mathematics educators from Thabo-Mofutsanyana district in Circuit 8 were purposively chosen to participate in the study. The participating educators were invited from four different schools. Two lessons per educator were observed with the aid of an observation schedule. The observations were followed by semi structured interviews. Three educators were interviewed based on what they would have taught during the lessons (the fourth participant withdrew at the interview stage). The findings in this study show that educators have the potential to use multiple means of representation in their lessons, to make challenging mathematics concepts such as fractions accessible to all learners. Together with real life materials, educators used prescribed textbooks and DBE workbooks. While UDL principle (multiple means of representation) was helpful in this study, it is recommended that two other principles should be considered when studies of this nature are conducted.
Description
Dissertation (M.Ed.(Mathematics Education))--University of the Free State, 2024
Keywords
Multiple means of representation, Universal design for learning, Mathematics educators, Representations