Research-informed development of comprehensible isiXhosa teaching material: the Department of Basic Education Mental Starters doubling and halving unit
- Authors: Booi, Tabisa
- Date: 2024-10-11
- Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463680 , vital:76431
- Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Booi, Tabisa
- Date: 2024-10-11
- Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463680 , vital:76431
- Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Jazz pedagogical strategies: an A/R/Tographic investigation into the implementation of the South African jazz CAPS syllabus
- Authors: Rungan, Natalie
- Date: 2023-10-13
- Subjects: Jazz Instruction and study , Durban High School Curricula , Jazz Outlines, syllabi, etc. , Curriculum-based assessment South Africa , Jazz vocals , Jazz education , South Africa. Department of Basic Education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432488 , vital:72875 , DOI 10.21504/10962/432488
- Description: The Jazz stream of the Curriculum and Assessment Policy Statement Further Education and Training music curriculum was introduced in South Africa in 2012 (DBE, 2011a). Despite the intentions of the government to promote diversity, social transformation, and inclusion, subject music is still weighted towards Western Art Music, perpetuating past biases of a Eurocentric model for music education. This study, which uses a mixed-method approach, seeks to create strategies to advance Jazz education in South Africa through an a/r/tographic analysis of the author’s Jazz pedagogical methods at Durban High School in KwaZulu Natal, South Africa. Key approaches include curriculum theory, currere, a/r/tography, among others. After reviewing Jazz pedagogy in the U.S.A. and South Africa as a starting point, using Pinar’s (1994) method of currere, the author demonstrates how past personal music educational processes have led to present Jazz pedagogical methods. Six original compositions were written that outline the influences that infused these methods and added to the creative output related to this research. Interviews were conducted with key stakeholders in the Jazz community to gain perspective about the current state of Jazz education, and with students to provide insight into their reactions to the Jazz stream of CAPS. This presents new information about the curriculum from a learners’ perspective. Ethical clearance for research with children was sought and received (Appendix A). Findings show that the ability of learners to recognise the value in, and identity relating to, their African culture through Jazz points to a pivotal departure from previous Eurocentric music education models. However, despite South Africa being positioned as one of the only countries offering Jazz as a subject choice to high school learners, the selection of Jazz in the subject of Music remains underutilised. This study concludes that for Jazz education to advance in South African high schools, there needs to be intentional engagement with Jazz professionals at the high school level. , Thesis (PhD) -- Faculty of Humanities, Music and Musicology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Rungan, Natalie
- Date: 2023-10-13
- Subjects: Jazz Instruction and study , Durban High School Curricula , Jazz Outlines, syllabi, etc. , Curriculum-based assessment South Africa , Jazz vocals , Jazz education , South Africa. Department of Basic Education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432488 , vital:72875 , DOI 10.21504/10962/432488
- Description: The Jazz stream of the Curriculum and Assessment Policy Statement Further Education and Training music curriculum was introduced in South Africa in 2012 (DBE, 2011a). Despite the intentions of the government to promote diversity, social transformation, and inclusion, subject music is still weighted towards Western Art Music, perpetuating past biases of a Eurocentric model for music education. This study, which uses a mixed-method approach, seeks to create strategies to advance Jazz education in South Africa through an a/r/tographic analysis of the author’s Jazz pedagogical methods at Durban High School in KwaZulu Natal, South Africa. Key approaches include curriculum theory, currere, a/r/tography, among others. After reviewing Jazz pedagogy in the U.S.A. and South Africa as a starting point, using Pinar’s (1994) method of currere, the author demonstrates how past personal music educational processes have led to present Jazz pedagogical methods. Six original compositions were written that outline the influences that infused these methods and added to the creative output related to this research. Interviews were conducted with key stakeholders in the Jazz community to gain perspective about the current state of Jazz education, and with students to provide insight into their reactions to the Jazz stream of CAPS. This presents new information about the curriculum from a learners’ perspective. Ethical clearance for research with children was sought and received (Appendix A). Findings show that the ability of learners to recognise the value in, and identity relating to, their African culture through Jazz points to a pivotal departure from previous Eurocentric music education models. However, despite South Africa being positioned as one of the only countries offering Jazz as a subject choice to high school learners, the selection of Jazz in the subject of Music remains underutilised. This study concludes that for Jazz education to advance in South African high schools, there needs to be intentional engagement with Jazz professionals at the high school level. , Thesis (PhD) -- Faculty of Humanities, Music and Musicology, 2023
- Full Text:
- Date Issued: 2023-10-13
A guide for the use of tablet PCs for teaching and learning activities for in classroom and distance learning in South African schools
- Authors: Theunissen, Kristen Emma
- Date: 2021-10-29
- Subjects: Tablet computers South Africa Makhanda , Blended learning South Africa Makhanda , Computer-assisted instruction South Africa Makhanda , Educational technology Study and teaching South Africa Makhanda , Teachers In-service training South Africa Makhanda , Pedagogical content knowledge South Africa Makhanda , Education Effect of technological innovations on South Africa Makhanda , South Africa. Department of Basic Education , TPACK (Technological Pedagogical Content Knowledge)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191920 , vital:45179
- Description: Education in South Africa is said to be in crisis in recent years as many learners cannot pass standardised tests at the correct grade level. This has encouraged the South African Government and the Department of Basic Education (DBE) to introduce technology, specifically Tablet PCs, into education to improve learning outcomes in South African government schools. Furthermore, because of the coronavirus pandemic that started in 2020, educators were increasingly expected to find alternative, digital, online methods to continue teaching learners. Thus, the need for remote or distance education suddenly became an important factor in creating a need for online, remote learning. Against this backdrop this study aimed to determine how and in what ways educators could be supported to promote effective use of Tablet PCs both in the classroom and for distance learning. This study used Action Design Research to develop a guide based on both theory and the results gathered from the educator participants at a local secondary government school in Makhanda, South Africa. The finalised guide presents recommendations to educators, principals, and the DBE to promote acceptance and adoption of technology in the classroom and for distance learning. These recommendations include the provision of data, technological training and pedagogical support, a functioning community of practice, an online learning community of practice, and support from the DBE. Other enrichment factors were also recommended. , Thesis (MCom) -- Faculty of Commerce, Information Systems, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Theunissen, Kristen Emma
- Date: 2021-10-29
- Subjects: Tablet computers South Africa Makhanda , Blended learning South Africa Makhanda , Computer-assisted instruction South Africa Makhanda , Educational technology Study and teaching South Africa Makhanda , Teachers In-service training South Africa Makhanda , Pedagogical content knowledge South Africa Makhanda , Education Effect of technological innovations on South Africa Makhanda , South Africa. Department of Basic Education , TPACK (Technological Pedagogical Content Knowledge)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191920 , vital:45179
- Description: Education in South Africa is said to be in crisis in recent years as many learners cannot pass standardised tests at the correct grade level. This has encouraged the South African Government and the Department of Basic Education (DBE) to introduce technology, specifically Tablet PCs, into education to improve learning outcomes in South African government schools. Furthermore, because of the coronavirus pandemic that started in 2020, educators were increasingly expected to find alternative, digital, online methods to continue teaching learners. Thus, the need for remote or distance education suddenly became an important factor in creating a need for online, remote learning. Against this backdrop this study aimed to determine how and in what ways educators could be supported to promote effective use of Tablet PCs both in the classroom and for distance learning. This study used Action Design Research to develop a guide based on both theory and the results gathered from the educator participants at a local secondary government school in Makhanda, South Africa. The finalised guide presents recommendations to educators, principals, and the DBE to promote acceptance and adoption of technology in the classroom and for distance learning. These recommendations include the provision of data, technological training and pedagogical support, a functioning community of practice, an online learning community of practice, and support from the DBE. Other enrichment factors were also recommended. , Thesis (MCom) -- Faculty of Commerce, Information Systems, 2021
- Full Text:
- Date Issued: 2021-10-29
An ethnographic investigation of the implementation of the bilingual-bicultural approach for educating deaf learners focusing on South African sign language teaching at FET level
- Authors: Tunzelana, Nomava Mercy
- Date: 2021-10-29
- Subjects: South African Sign Language Study and teaching (Higher) , Sign language acquisition South Africa , Education, Bilingual South Africa , Biculturalism South Africa , Ethnology South Africa , Culturally relevant pedagogy South Africa , Deaf students South Africa , South Africa. Department of Basic Education , Curriculum-based assessment South Africa , South African Curriculum Assessment and Policy Statement (CAPS)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192353 , vital:45218
- Description: This half-thesis reports on an ethnographic investigation of the implementation of the Bilingual-Bicultural Approach for educating Deaf learners, focusing on South African Sign Language (SASL) teaching at the Further Education and Training (FET) level in a South African School for the Deaf in the Eastern Cape. The investigation occurs within the context of the introduction, in 2015, of the SASL Curriculum and Assessment Policy Statement (CAPS) by the Department of Basic Education (DBE). The SASL CAPS introduces an approach to teaching the Deaf known as the Bilingual-Bicultural Approach. This is an approach in which natural sign language (such as SASL) is taught first and used to learn a spoken language such as English for reading and writing. Previous research on a contrastive analysis of South African English and SASL reveals that SASL is a Topic-Comment language. It is sometimes Object-Subject-Verb (OSV) or Subject-Object-Verb (SOV) while the word order of South African English is Subject-Verb-Object (SVO). Semi-structured interviews of hearing and Deaf participants reveal serious tensions between the staff and the hearing staff because Deaf culture is not adhered to by some of the hearing staff. These tensions have a negative impact on the culture of learning and teaching at the school. Observations of four lessons at an FET class taught by an SASL FET teacher show that in her teaching, SASL syntax is used in keeping with the principles of the Bilingual-Bicultural Approach. However, her signing is accompanied by unvoiced spoken language due to the influence of a previously used approach called Total Communication (TC). One of the learners, Lulu, who contributes considerably more often than other learners in the lesson, also shows the same influence of TC. Other learners are either withdrawn or copy signs from Lulu. The study concludes with the recommendation that SASL be used for initiating newcomers to school as opposed to Signed English because research in bilingualism suggests that second language learners need one natural language established first before attempting to learn a second language. Teachers are recommended to immerse themselves into Deaf culture to acquire fluency. Comments from some participants suggest that teachers require vigorous training in the Bilingual-Bicultural Approach on a continuous basis. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Languages Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Tunzelana, Nomava Mercy
- Date: 2021-10-29
- Subjects: South African Sign Language Study and teaching (Higher) , Sign language acquisition South Africa , Education, Bilingual South Africa , Biculturalism South Africa , Ethnology South Africa , Culturally relevant pedagogy South Africa , Deaf students South Africa , South Africa. Department of Basic Education , Curriculum-based assessment South Africa , South African Curriculum Assessment and Policy Statement (CAPS)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192353 , vital:45218
- Description: This half-thesis reports on an ethnographic investigation of the implementation of the Bilingual-Bicultural Approach for educating Deaf learners, focusing on South African Sign Language (SASL) teaching at the Further Education and Training (FET) level in a South African School for the Deaf in the Eastern Cape. The investigation occurs within the context of the introduction, in 2015, of the SASL Curriculum and Assessment Policy Statement (CAPS) by the Department of Basic Education (DBE). The SASL CAPS introduces an approach to teaching the Deaf known as the Bilingual-Bicultural Approach. This is an approach in which natural sign language (such as SASL) is taught first and used to learn a spoken language such as English for reading and writing. Previous research on a contrastive analysis of South African English and SASL reveals that SASL is a Topic-Comment language. It is sometimes Object-Subject-Verb (OSV) or Subject-Object-Verb (SOV) while the word order of South African English is Subject-Verb-Object (SVO). Semi-structured interviews of hearing and Deaf participants reveal serious tensions between the staff and the hearing staff because Deaf culture is not adhered to by some of the hearing staff. These tensions have a negative impact on the culture of learning and teaching at the school. Observations of four lessons at an FET class taught by an SASL FET teacher show that in her teaching, SASL syntax is used in keeping with the principles of the Bilingual-Bicultural Approach. However, her signing is accompanied by unvoiced spoken language due to the influence of a previously used approach called Total Communication (TC). One of the learners, Lulu, who contributes considerably more often than other learners in the lesson, also shows the same influence of TC. Other learners are either withdrawn or copy signs from Lulu. The study concludes with the recommendation that SASL be used for initiating newcomers to school as opposed to Signed English because research in bilingualism suggests that second language learners need one natural language established first before attempting to learn a second language. Teachers are recommended to immerse themselves into Deaf culture to acquire fluency. Comments from some participants suggest that teachers require vigorous training in the Bilingual-Bicultural Approach on a continuous basis. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Languages Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
An investigation into the role of lesson study in developing teachers’ mathematics content and pedagogical content knowledge
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- «
- ‹
- 1
- ›
- »