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What are the links between a teacher's views of mathematics and his/her classroom practices?

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dc.contributor.advisor Brodie K en
dc.contributor.author Ngubane EM en
dc.date.accessioned 2016-09-22T11:18:05Z
dc.date.available 2016-09-22T11:18:05Z
dc.date.created 1997 en
dc.date.submitted 2000 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/109365
dc.description.abstract This study investigates whether there is a link between teachers' views of mathematics and their teaching styles. Data for this study was collected from four mathematics teachers at a High school in Soweto, through classroom observations and interviews. The data was analysed using Ernest's (1989, 1991) framework for categorising teachers' views and their teaching styles. Ernest discusses three categories of teachers' views, viz:- Platonism, Instrumentalism and Problem-solving, and he argues that these views correspond to the following teaching styles: Explainer, Instructor and Facilitator respectively. The analysis showed that links between teachers' views of mathematics and their teaching of mathematics is a complex matter. This study found that while some links between the views and actions of three teachers could be established, this was not the case with the fourth teacher. The study also found that three of the four teachers did not show any facilitative qualities in their teaching, and the fourth teacher showed some aspects of facilitation. Although it was not the original aim of this study to investigate teaching styles in and of themselves, this finding is important because at the moment South African teachers are expected to adopt more facilitative teaching approaches. en
dc.language English en
dc.subject Education en
dc.subject Didactics (specific school subjects) (from primary to secondary level) en
dc.title What are the links between a teacher's views of mathematics and his/her classroom practices? en
dc.type Masters degree en
dc.description.degree MEd en


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