Research Articles (Curriculum Studies)

Permanent URI for this collection


Recent Submissions

Now showing 1 - 5 of 213
  • Item
    An associated result of the Van Aubel configuration and its generalization
    (Taylor and Francis Group, 2022 ) De Villiers, Michael; Curriculum Studies
    This note presents some novel generalizations to similar quadrilaterals, similar parallelograms, and similar triangles of a result associated with Van Aubel’s theorem about squares constructed on the sides of a quadrilateral. These results provide problem posing opportunities for interesting, challenging explorations for talented students using dynamic geometry at high school or for university students.
  • Item
    Visuele elemente in vertalende woordeboeke gerig op die grondslagfase teen die agtergrond van geletterdheidsontwikkeling
    (Lexikos & Woordeboek van die Afrikaanse Taal (WAT), 2022-12-07) Van der Merwe, Michele F.
    Woordeboeke wat in 'n onderrig- en leersituasie gebruik word, het ongetwyfeld 'n opvoedkundige doel en funksie (as 'n leksikografiese funksie volgens die teorie van leksikografiese funksies verstaan word), byvoorbeeld die aktiewe ontwikkeling van geletterdheidsvaardighede. In die geval van woordeboeke gemik op leerders in die grondslagfase is teikengebruikers leerders wat oor ontluikende geletterdheidsvaardighede en veral ontwikkelende leesvaardighede beskik. Ten einde hierdie ontluikende vaardighede van die teikengebruiker te ondersteun, kan leksikograwe 'n verskeidenheid meganismes gebruik, byvoorbeeld visuele elemente, om ondersteuning aan die teikengebruikers te verleen. In hierdie studie word vier vertalende woordeboeke ondersoek, waarin Afrikaans telkens as een lid van die taalaanbod funksioneer. Leerders in die grondslagfase vorm die teikengebruikers van die bepaalde kategorie woordeboeke en daarom is die artikel binne die leksikografiese teorie van die gebruikersperspektief gesitueer, maar terselfdertyd ook binne die veld van die opvoedkundige leksikografie. In hierdie artikel word daar dus ook na konsepte binne leesnavorsing, taalver-werwing en tweedetaalonderrig verwys, wat dan op die visuele elemente in hierdie woordeboeke toegepas word. Die gebruik, waarde en tipes illustrasies in woordeboeke word deur middel van 'n literatuurstudie ondersoek en toepassing vind binne die geletterdheidskonteks van die teikengebruiker plaas. Die gebruik van visuele elemente in ooreenstemming met die geletterdheidsbehoeftes van die teikengebruikers vorm die fokus van die artikel.
  • Item
    Decolonisation and anti-racism: Challenges and opportunities for (teacher) education
    (John Wiley & Sons Ltd, 2022-11-03) Le Grange, Lesley
    In the past two decades, we have seen a renewed interest in decolonisation. A proliferation of literature produced on the topic, the establishment of journals on decolonisation, student protests such as the #RhodesMustFall campaign at universities in South Africa and Oxford University in Britain, French President Emmanuel Macron's call for the repatriation of African heritage from European museums, the appointment of a Deputy Minister of Decolonisation in Bolivia, bear testimony to a heightened consciousness on the topic. Moreover, we are witnessing the internationalisation of Indigenous knowledge as colonised peoples across the globe use the spaces that globalisation affords to build solidarities in order to resist the homogenising and normalising effects of globalisation and to decentre western epistemologies. In this article, which contributes to the Special Issue on Decolonial and Anti-racist Perceptions in Teacher Training and Education Curricula, I do three things: discuss the concept of decolonisation including its meanings produced in different geographies, discuss the connection between decolonisation and anti-racism, present challenges and opportunities for decolonising (teacher) education programmes through the concepts of currere, complicated conversation and land education. I conclude that decolonisation is not an easy task in the neoliberal university and other institutions offering initial teacher training/ education. However, there always exists opportunities for invigorating decolonial desires in such teaching/learning spaces.
  • Item
    Teaching mathematics meaningfully with technology: Implications for professional development: A Namibian case
    (Taylor and Francis Group, 2022-09-16) Kanandjebo, Leena Ngonyofi; Lampen, Christine Erna
    The practice of teaching and learning is being redefined while it is being imagined how to teach with and through technology. The process is characterised by non-linear interaction between local case-based efforts through reformed curricula, and general frameworks such as TPACK and SAMR developed through academic research. Locally, the demand on mathematics teachers to adapt their teaching to include technology is often mismatched with intended aims, rationales, and practices that they are held accountable for in curricula. Within this complex endeavour, professional development toward teaching mathematics with technology is a design process. This paper proposes that mathematics teaching with technology must be meaningful and not merely a response to societal adoption of digital tools. The concept meaningful is defined using Vygotsky’s definition of meaningful teaching as well as Kilpatrick et al’s five strands of mathematical proficiency. For the purpose of designing a professional development intervention, Activity Theory is used as the lens to compare goals, rules, and division of labour of current Namibian secondary school mathematics teaching in relation to an envisaged new activity system for teaching mathematics meaningfully with technology, that is, beyond task level and representation use. The article ends with design principles for professional development of secondary school mathematics teachers to teach mathematics meaningfully with technology.
  • Item
    Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking
    (MDPI, 2022-09-28) Selmer, Sarah; Lindstrom, Denise; Lampen, Erna
    Abstract: In this study, prospective teachers engaged in professional noticing of their students’ mathematical thinking captured in pieces of written work. Researchers then worked to characterize the prospective teachers’ professional noticing using a lens of responsive teaching. Results indicate that prospective teacher decisions about how to respond to their students’ mathematical thinking fall on a responsiveness continuum, often shifting in responsiveness across pieces of student written work. The findings of this study provide guidance for teacher educators who work to develop K–12 educators’ responsive teaching practices.