The effectiveness of NGO-sponsored insert on the classroom practices of primary school mathematics educators: a case study of MCPT
Date
2014-03-25
Authors
Ramsingh, Amritha Valerie
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Abstract
In this research report, the effectiveness of NGO-sponsored mathematics INSET
on the classroom practices of primary school educators is investigated. The
study analyses the classroom practices of ten Mathematics Centre for Primary
Teachers (MCPT) trained educators. This analysis takes place from the stated
goals of the MCPT programme on the one hand, and from a theoretical analysis
of the construction of knowledge on the other.
This qualitative study, which made use of structured observation schedules and
interviews of ten MCPT-trained educators, revealed interesting trends in their
practice in relation to MCPT training.
While educators reflected ranging strategies, direct teaching and repetitive
practices were marginalised, raising important issues for curriculum reform in
South Africa, When employing more open methods, limits to educators' content
knowledge and indiscretion in the use of resources were revealed.
In a context of limited resources in South Africa, and the significance of NGO
sector, in assisting with curriculum development and change, these insights have
significance beyond MCPT.
K eyw ords: INSET, primary, Foundation Phase, mathematics, Curriculum 2005,
Outcomes Based Education, NGO, constructivism.