Teachers' selection and use of tasks in the old and new curriculum.
Date
2008-07-08T11:36:06Z
Authors
Modau, Aloysius Stephen
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Abstract
This study investigates how a teacher selects and implements mathematical tasks in
the old and new curriculum. Two theoretical perspectives: constructivist theories of
learning and the socio-cultural theories were discussed in order to provide a
framework from which to understand how teachers work with mathematics tasks to
enhance or inhibit mathematical reasoning. Data was collected from one teacher in
Grade 10 (new curriculum) and Grade 11(old curriculum) in 2006 through classroom
observations, video recordings and interviews. The data was analysed using Stein et
al’s (1996) framework for tasks at both selection and implementation phase. The
findings revealed that the teacher selected tasks that required higher- level cognitive
demands in the new curriculum, but at implementation the cognitive demands of the
tasks declined. The analysis also revealed that there was a mismatch between theory
and practice. There was little difference in approach, contrary to the teacher’s claim
that he was teaching the two grades differently. The study suggests that there is still a
gap between theory and practice in relation to how the new curriculum had to be
implemented. The study recommends that the kind of training offered to teachers on
the implementation of the new curriculum has to include both theory and practice, and
not theory alone.