Browsing by Author "Matlala, Sego Jacob"

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    The experiences of secondary mathematics teachers teaching mathematics through problem solving
    (Stellenbosch : Stellenbosch University, 2015-12) Matlala, Sego Jacob; Bitzer, E. M.; Wessels, D. C. J.; Stellenbosch University. Faculty of Education, Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: Secondary school mathematics focuses mainly on developing learners’ understanding and ability to reason. Regardless of the hours of instruction, learners often fail to master basic school algorithms or to apply them correctly in mathematical situations. The assumption is that teachers still use drill and practice methods in order to teach mathematics, despite the fact that a problem-solving approach offers an efficient alternative to these methods. In this thesis, the experiences of secondary school BEd (in-service) mathematics teachers were explored. The intention was to determine in particular what opportunities and challenges secondary mathematics teachers are faced with regarding teaching mathematics using the problem-solving approach while participating in a hybrid distance learning model offered by Rhodes University. One of the questions to be answered was “How do mathematics teachers apply a problem-solving approach in their own classrooms?” The interpretive qualitative paradigm underpinned this research study in that the study mainly centred on the significance of participants’ experiences and what meaning can be made from their experiences. As this was a case study, the focus was on four teachers (purposefully and conveniently selected among 12 teachers) in the John Taolo Gaetsewe district of the Kuruman area, Northern Cape province, South Africa, regarding how problem solving has impacted on their teaching practices as individuals. The four selected teachers were in their third and final year of the BEd (in-service) programme at the time of the study. This study made use of a variety of data-generation techniques that included a questionnaire, semi-structured interviews and observations. The researcher analysed and reported the findings regarding the teachers’ experiences using data generated from classroom observations, questionnaires and face-to-face interviews. The findings of this study indicated that teachers still facilitate mathematics lessons using a ‘traditional’ approach, namely ‘telling and showing’. Teachers still experiences challenges that prohibit them from incorporating a problem-solving approach.