Teaching problem solving in foundation phase Mathematics
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Date
2019
Authors
Stein, Karen Davies
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Abstract
The South African Curriculum for mathematics in the Foundation Phase promotes problem
solving as both a curriculum outcome and as a means to develop the mathematics proficiency
of young pupils. A three-way approach is recommended that includes developing a strong
sense of number; using meaningful problems; and discussing ideas and approaches. This
qualitative research, which is grounded in a situated approach to learning, investigated how
a small group of Foundation Phase educators in two independent schools in Johannesburg,
taught mathematical proficiency and how they integrated problem solving into their
pedagogy. Data was gathered through lesson observations, initial and reflective interviews
and a focus group discussions with the Foundation Phase educators in each school. Drawing
on a selected set of concepts from Sfard’s (2008) operationalisation of what it means
to do mathematics, and Bernstein’s (2000) language of description for pedagogic
practices the study described and analysed the ‘what’ and ‘how’ of their practices, focusing
on how they do mathematics in their classrooms. The aim was to describe what the educators
actually do, not to focus on absences. The study found that although the educators promote
some form of mathematical proficiency, there were variations in the ways and extent to which
they integrated problem solving into their practices and afford their pupils opportunities to
do mathematics and acquire mathematical discourse. Given that teacher development
programmes must work in the gap between educators’ actual practices and desired practices,
the descriptions of variations in the form and content of educators’ actual practices may
inform the design of teacher development- programmes intended to strengthen their
competencies to work with problem solving in their classrooms.
Description
This research report is submitted to the Wits School of Education, Faculty of Humanities,
University of the Witwatersrand in partial fulfilment of the requirements for the degree of
Master of Education by combination of coursework and research, Johannesburg 2019