Browsing by Author "Asekun, Uvile Oluwadarasimi"

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    Developing algebraic reasoning in the intermediate phase to encourage critical thinking: a case study of teachers
    (Stellenbosch : Stellenbosch University, 2023-03) Asekun, Uvile Oluwadarasimi; Gierdien, Mohammed Faaiz; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: Mathematics is esteemed in curricula and society as a subject that embodies the highest standard of knowledge. Mathematics is a form of language that can represent a numerical idea using numbers, letters, and symbols in algebra to encourage logical and critical thinking in learners. In addition, algebra is a cognitive process that can be used as a channel to review learners’ algebraic reasoning abilities because it is viewed as a cognitive process. As a result, algebraic reasoning requires teachers’ attention to assist learners in developing critical thinking. This study explored how teachers in the intermediate phase use critical thinking (CT) to encourage the development of algebraic reasoning (AR). In addition, this study explores how teachers use pattern tasks to engage and encourage learners to think critically to develop algebraic reasoning when solving problems. This study focused on the Intermediate Phase, which consists of Grade 4, Grade 5 and Grade 6 learners. Only Grades 5 and 6 were used as a sample for the focus group interview. The researcher presumed that Grade 4 learners could be overwhelmed by the concepts of this study, and due to time constraints, they could not be included. A mixed-method approach of quantitative and qualitative methods was adopted to accomplish the research objective. The qualitative methods included a literature review, lesson observation and interviews with the participating teachers, focusing on evaluation methods provided by CAPS. The quantitative methods include focus groups and post- reflective questionnaires, which helped to understand learners’ responses to CT questions in Grades 5 and 6 for AR development and teachers’ perception of CT. The results at the end of the research showed that teachers’ perceptions had been stimulated, and they had gained more understanding of what CT is and how it can be implemented in their math lessons. The focus group interview and lesson observations also showed learners’ reasoning for AR development when they engaged in the pattern task. Finally, the results showed that both Grade 5 and 6 learners need more practice with their generalisation reasoning. Consequently, it is recommended that CT questions should be part of every mathematics lesson to develop learners’ skills in analysing and justifying its generalisation for the development of algebraic reasoning.