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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Voorbeelde van kulturele artefakte in die voorbereiding van 'n wiskundeles : oorspronklike navorsing

Volume 34, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173
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Abstract

Suid-Afrika met sy diverse kulturele groepe leen hom tot 'n ryk verskeidenheid kulturele artefakte wat op wiskunde gebaseer is. Wiskunde word onder meer volgens die Verdere Onderwys- en Opleidingkurrikulum- en assesseringsbeleidsverklaring gedefinieer as 'n menslike aktiwiteit wat wiskundige ondersoeke in fisiese en sosiale verskynsels insluit en goed aanpas by etnowiskunde. Onderwysers uit die verskillende kulturele groepe se kennis oor kulturele artefakte is egter beperk en daar word nie voldoende aandag tydens die opleiding van onderwysers hieraan gewy nie. Dié artikel het ten doel om voorbeelde van kulturele artefakte in die voorbereiding van 'n wiskundeles te ondersoek. Die studie is gesitueer in 'n sosio-kulturele konteks. Negentien wiskunde-onderwysstudente uit verskillende kulturele groepe, wat ingeskryf is vir 'n B.Ed.-honneursgraad in wiskunde-onderwys, is genooi om deel te neem. 'n Kwalitatiewe navorsingsontwerp is gebruik, met navorsingsverslae en een-tot-een-onderhoude as data-insamelingsinstrumente. Die wiskunde-onderwysstudente het 'n navorsingsprojek uitgevoer wat van hulle vereis het om kulturele artefakte in 'n wiskundeles in te sluit. Die data is geanaliseer volgens temas, subtemas en kodes. Daar is bevind dat die deelnemers verskillende voorbeelde van kulturele artefakte gebruik het wat kulturele vestings, kledingstukke, speletjies en kunswerke insluit. Die artikel dra by tot die bekendstelling van kulturele artefakte in 'n wiskundeles.

South Africa, with its diverse cultural groups, has a rich variety of cultural artefacts based on mathematics. Mathematics, according to the Curriculum and Assessment Policy Statement for Mathematics in the Further Education and Training Phase, is defined as a human activity, which includes mathematical investigations in physical and social phenomena, well aligned with ethno mathematics. Teachers from various cultural groups, however, have limited knowledge of cultural artefacts and this knowledge does not receive sufficient attention during teacher training. The purpose of this article is to investigate examples of cultural artefacts in the preparation of a mathematics lesson. The study is situated in a socio-cultural context. Nineteen mathematics student-teachers from different cultural groups enrolled for a B.Ed. Honours degree, were invited to participate. A qualitative research design, with research reports and one-on-one interviews as data collection instruments, was adopted. The mathematics student-teachers conducted a research project that expected from them to include cultural artefacts in a mathematics lesson. The data was analysed according to themes, subthemes and codes. Findings reveal that participants used different examples of cultural artefacts, which include cultural dwellings, clothing, games and artworks. The article contributes to the introduction of cultural artefacts in a mathematics lesson.

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/content/aknat/34/1/EJC179665
2015-01-01
2020-07-07

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