Exploring connections between mathematics and arts and culture : a case study involving two grade 9 Arts and Culture teachers

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dc.contributor.author Dhlamini, Jabulane
dc.date.accessioned 2009-07-30T10:21:45Z
dc.date.available 2009-07-30T10:21:45Z
dc.date.issued 2009-07-30T10:21:45Z
dc.identifier.uri http://hdl.handle.net/10539/7161
dc.description.abstract This report presents results of an empirical study which investigated how two grade 9 Arts and Culture teachers incorporated mathematics in their Arts and Culture lessons in their classrooms in South Africa. The study was implemented through concept mapping activities undertaken by these Arts and Culture teachers. Data was collected from these concept mapping activities and follow-up interviews with teachers. The analysis of the collected data revealed that teachers grapple with the notion of integration, particularly, when it comes to the transfer knowledge and skills across different learning contexts. Lack of proper training, insufficient teacher knowledge and inadequate support from curriculum designers seem to be the most inhibiting factors for teachers to navigate successfully through the notion of integrated teaching and learning. However, in a bid to deal with these new pedagogical challenges, it was observed that teachers resort to other forms of integration, such as relying on students in order to forge links between subjects of learning. The analysis of data from this study raised important pedagogical issues about the link between integrated teaching and teacher content knowledge, and the apparent need for teachers to transform their identities. Drawing from the theory of situated learning, this study has argued that, although integration between fields of learning is desirable in teaching and learning, it is highly problematic in actual practice. For instance, through this study, it was observed that Arts and Culture teachers struggle to use their knowledge of Arts and Culture and mathematics in order to forge connections between the two fields of learning. The study has also drawn from Bernstein‟s theoretical constructs in order to argue that teachers, particularly those in different learning fields like Arts and Culture and mathematics, intuitively posses different „pedagogical codes‟ which account for their inability to negotiate meaning across different learning contexts. Finally, the study has explored and exploited the argument presented through the van Hiele‟s theoretical framework that students turn to progress quicker in geometry (mathematics) when learning takes place in different styles. I have subsequently used this theoretical framework to argue that connections between Arts and Culture and mathematics should be encouraged at school level, as Arts and Culture could provide an exciting pedagogical environment for the teaching and learning of mathematics, which is often construed to be abstract. en
dc.language.iso en en
dc.subject Integration en
dc.subject Connections en
dc.subject Links en
dc.subject Mathematics en
dc.subject Arts and Culture en
dc.subject Context en
dc.title Exploring connections between mathematics and arts and culture : a case study involving two grade 9 Arts and Culture teachers en
dc.type Thesis en


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    Thesis (Ph.D.)--University of the Witwatersrand, 1972.

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