Browsing by Author "Cloete, Jevonn"

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    Aanpassing van wiskunde-onderrigpraktyk vir die integrasie van getalbegrip, wiskundige bewerkings en probleemoplossing vir verstandelik erg gestremde leerders
    (2023-03 ) Cloete, Jevonn; Lampen, Erna; Basson, Magdalene; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: This study examines the mathematics teaching practice of severely intellectually disabled (SID) learners in the integration of mathematical operations, problem solving and number sense. The study was carried out in a special school for SID learners. Based on the data generated, a teaching intervention was designed and implemented. This investigation was undertaken against the background of a lack of methodological guidelines for the teaching of mathematical operations, problem solving and number sense in the new adapted curriculum for SID learners. Five other mathematics educators in the research school indicated that their choice of learning tasks only included number facts and arithmetic fluency. The methodological decisions of these educators also often seem to be influenced by the learners' need for individualised teaching. This realisation highlighted the need for alternative teaching to SID learners. The lived experiences of the ten learners involved in the investigation were subsequently included in mathematical problems to design context-rich tasks. This study followed a qualitative research approach. Empirical data were generated through action research which included three cycles. The research design and methodology are therefore based on the principles of action research. The data were collected in the following ways: semi-structured focus group interviews with five mathematics educators, two mathematics specialists and ten learners as well as field notes, a literature review, learner's written work and learner drawings. A literature review was conducted to obtain an educational approach as well as a theoretical framework for the study. This study is informed by the social constructivist framework of Vygotsky (1978) as an educational approach. Vygotsky's theory described the importance of social interactions. The problem-centred mathematics teaching approach of Murray, Olivier and Human (1998) in collaboration with the Stages of Early Computational Knowledge Framework of Wright (2006) were used as theoretical underpinnings for the partial planning of mathematics tasks for the teaching intervention. The study's findings were weighed against the main research as background. Three sub-research questions were used to answer the main research question. These questions brought forth findings that indicate which mathematical problem types, real-life contexts and teaching strategies can be developed in learning experiences for SID learners to intentionally integrate number sense and mathematical operations. The teaching intervention suggested adjustments to my teaching intervention and will continue to be used to adjust my mathematics teaching practice.