Secondary school mathematics teachers' identity and mathematical discourse in instruction
| dc.contributor.author | Masondo, Wanda | |
| dc.contributor.co-supervisor | Carrim, Nazir | |
| dc.contributor.supervisor | Pournara, Craig | |
| dc.date.accessioned | 2024-09-19T19:45:21Z | |
| dc.date.available | 2024-09-19T19:45:21Z | |
| dc.date.issued | 2023-08 | |
| dc.department | Department of Mathematics education | |
| dc.description | Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy (Mathematics Education), at the Faculty of Humanities, at the Wits School of Education of the University of the Witwatersrand, Johannesburg, 2023. | |
| dc.description.abstract | More often than not, a disjuncture tends to exist between teaching practices that are encouraged during professional development (PD) interventions and what in-service teachers actually do when teaching mathematics. The study reported in this thesis uses the notion of teacher identity to examine in-service teachers’ experiences of learning and their new ways of teaching mathematics after they had participated in a PD intervention called the Transition Maths 1 (TM1) course. The theoretical framework for the study draws on Wenger’s (1998) social theory of learning as a foundational framework, and on Sfard and Prusak’s (2005) narrative identity and Darragh’s (2016) performative identity frameworks to analyse teachers’ mathematics teaching identity. The integration of Wenger’s (1998) social theory of learning, Darragh’s (2016) performative identity and Sfard and Prusak’s (2005) narrative identity frameworks is a key contribution of this study to research teacher identity in the field of mathematics education. The inclusion of Darragh’s (2016) performative identity framework harnessed Wenger’s (1998) social theory of learning and Sfard and Prusak’s (2005) narrative identity frameworks. Drawing on Wenger’s (1998) to analyse teachers’ identities in relation to what they actually do when teaching mathematics in the classroom was going to be limited for the study. Thus, the study has emphasised the learning and teaching of linear equations (a specific domain of mathematics), whilst researchers in mathematics education who draw from social theories and identity often render mathematics invisible. The findings of the study revealed that the teachers shared a positive sense of identity towards learning and teaching mathematics. The teachers’ positive sense of identity emerged from being conscious of achieving lesson goals through exemplification and explanatory communication. However, the teachers were not paying much attention to how they invite learners to participate in their lessons. The characterisation of the teachers in how they achieve lesson goals from their mathematical discourse in instruction became their actual teaching identity. The teachers’ designated teaching identity highlighted aspects where there was a “mismatch” between their mathematical discourse in instruction and what was promoted in the TM1 course. Nonetheless, the gap between the teachers’ actual and designated teaching identities remained relatively narrow when considering that there were fewer aspects where teachers were not competent in their mathematical discourse in instruction. The study employs an explanatory mixed methods research design. The use of the explanatory mixed methods research design and its elaboration in this study is another key contribution to researching teacher identity. In the quantitative processes, 45 teachers who participated in the TM1 course completed a closed-ended questionnaire. The questionnaire was analysed using Exploratory Factor Analysis to explore teachers’ shared experiences of participating in the TM1 course, which demonstrated that the inclusion of the quantitative processes can be valuable to research teacher identity. In the qualitative processes, four teachers were selected for observations when teaching learners mathematics and for individual interviews to talk about their learning and teaching of the subject. The observations were analysed using Mathematics Discourse in Instruction framework to understand the teachers’ teaching practices. The interviews were analysed using narrative analysis to confirm and expand on the teachers’ experiences of learning and teaching mathematics. | |
| dc.description.sponsorship | Department of Science and Innovation. First Rand Foundation. South African National Research Foundation (SA-NRF). | |
| dc.description.submitter | MM2024 | |
| dc.faculty | Faculty of Humanities | |
| dc.identifier | 0000-0002-4161-0476 | |
| dc.identifier.citation | Masondo, Wanda. (2023). Secondary school mathematics teachers' identity and mathematical discourse in instruction. [PhD thesis, University of the Witwatersrand, Johannesburg]. WIReDSpace. https://hdl.handle.net/10539/40991 | |
| dc.identifier.uri | https://hdl.handle.net/10539/40991 | |
| dc.language.iso | en | |
| dc.publisher | University of the Witwatersrand, Johannesburg | |
| dc.rights | ©2023 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg. | |
| dc.rights.holder | University of the Witwatersrand, Johannesburg | |
| dc.school | Wits School of Education | |
| dc.subject | Community of practice | |
| dc.subject | Narrative identity framework | |
| dc.subject | Performative identity framework | |
| dc.subject | Shared experiences of learning | |
| dc.subject | Mathematical discourse in instruction | |
| dc.subject | Teaching practices | |
| dc.subject | Mathematics teaching identities | |
| dc.subject | UCTD | |
| dc.subject.other | SDG-4: Quality education | |
| dc.title | Secondary school mathematics teachers' identity and mathematical discourse in instruction | |
| dc.type | Thesis |