Teaching volume to grade 7 learners in an inclusive classroom: an evaluation of a teaching approach

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dc.contributor.authorKhumalo, Zoleka
dc.date.accessioned2014-04-30T07:05:46Z
dc.date.available2014-04-30T07:05:46Z
dc.date.issued2014-04-30
dc.description.abstractThe study analyses and interprets effective teaching strategies that develop mathematical concepts of measurement in an inclusive classroom. In order to get a deeper understanding of these effective teaching strategies, an account of a series of lessons on volume in Grade 7 in an inclusive classroom is presented. The meanings the teacher and learners attach to the instructional situation are described and analysed. It is argued that the teacher’s use of effective teaching strategies does lead to the teacher’s attainment of his aims and objectives in the lessons, and to the formation of mathematical concepts by the learners in the classroom. It is suggested that the formation of mathematics1 concepts by learners in inclusive classrooms in general could be enhanced by the teachers’ working within the learners’ zones of proximal development and by employing qualitatively different scaffolds that support the learners.en_ZA
dc.identifier.urihttp://hdl.handle.net10539/14619
dc.language.isoenen_ZA
dc.titleTeaching volume to grade 7 learners in an inclusive classroom: an evaluation of a teaching approachen_ZA
dc.typeThesisen_ZA
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