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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Wiskunde-onderwysers se reflektiewe klaskamerpraktyk en die gehalte van onderrig : oorspronklike navorsing

Volume 31, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173

Abstract

Navorsers en teoretici verskil of onderwysers se refleksie oor hul klaskamerpraktyk en die effektiewe onderrig van wiskunde met mekaar verband hou. Die doel van hierdie artikel is om te rapporteer oor die ondersoek wat gedoen is om reflektiewe klaskameronderrig in verband te bring met die gehalte van onderrig en die leer van wiskunde. 'n Kwalitatiewe gevallestudie is gedoen van vyf wiskunde-onderwysers in 'n plattelandse hoërskool in die Vrystaat. Data is ingesamel deur onderhoude te voer en lesaanbiedings waar te neem. Die reflektiewe aspek is geëvalueer deur gebruik te maak van Lee (2005) se drie refleksievlakke naamlik [beskrywingsvlak], [rasionaliseringsvlak] en [refklektiewe vlak]. Die gehalte van die onderwysers se wiskunde-onderrig is vergelyk met beginsels vir effektiewe onderrig wat saamgestel is deur Anthony en Walshaw (2009). Die studie het getoon dat daar wel 'n verband bestaan tussen onderwysers se reflektiewe klaskamerpraktyk en die wyse waarop hulle die leer van wiskunde effektief fasiliteer. Die onderwysers wat meer reflektief gehandel het in die beplanning en aanbieding van hul les, was ook dié wat geëvalueer is deur die navorser as die mees effektiewe onderwysers. Die resultate van die studie hou implikasies in vir die professionele ontwikkeling van praktiserende onderwysers - nie alleen deur die feit dat onderwysers opgelei en aangemoedig behoort te word om te reflekteer oor hul onderrig en die leer van wiskunde nie, maar ook dat hulle in groepsverband bymekaar moet kom en besin oor die effektiewe onderrig van wiskunde.


Researchers and theorists differ whether teachers' reflection on their classroom practices and teaching mathematics effectively are linked or not. This study aims to align the benefits of reflective practice with the quality of education and the learning of mathematics. A qualitative case study was conducted with five mathematics teachers at a high school in a rural area of the Free State. Data were collected by conducting interviews and observing lesson presentations. The reflective aspect was evaluated by employing Lee's (2005) three levels of reflection - 'recall level', 'rationalisation level' and 'reflective level'. The quality of the teachers' mathematics instruction was compared to the principles for effective teaching set by Anthony and Walshaw (2009). The study found that there was indeed a link between the teachers' reflective classroom practice and their effectiveness in facilitating the learning of mathematics. The teachers who were more reflective in the preparation and presentation of their lessons, were also evaluated to be more effective teachers than those who were less reflective. The results of the study have implications for the professional development of practising teachers - not only due to the fact that teachers should be trained and encouraged to reflect on their teaching and the learning of mathematics, but also because they have to discuss the effective teaching of mathematics cooperatively with their fellow teachers.

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/content/aknat/31/1/EJC128707
2012-01-01
2019-08-21

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