1887

n Pythagoras - Developing inquiry-based teaching and learning in Family Maths programme facilitators

Volume 2007, Issue 66
  • ISSN : 1012-2346
  • E-ISSN: 2223-7895

Abstract

The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which this programme develops facilitators' ability to implement inquiry-based learning. The research undertaken uses both qualitative and quantitative methods in an empirical study of 39 facilitators. The facilitators' inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. Data generated by the study reveal that both the facilitators' understanding and practice of inquiry improved as they progressed through the novice, intermediate and veteran categories of the Family Maths professional development programme.

Loading full text...

Full text loading...

Loading

Article metrics loading...

/content/amesap/2007/66/EJC20889
2007-12-01
2019-08-23

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error