An investigation into the use of visualisation processes as a teaching strategy to enhance number sense
Abstract of proposed research
This research study examines the use of visualisation processes in order to understand how these interact with the pedagogy of selected mathematics teachers when they teach number sense after participating in an intervention programme.
As this study is located within classrooms where active learning is taking place, a constructivist theoretical underpinning will be adopted. At the heart of the study will be an intervention programme, the Visualisation Intervention Programme (VIP), which involves eight Rhodes University Mathematics Education Project (RUMEP) teachers within the John Taolo Gaetsewe District of the Northern Cape Province. The content of the VIP will be informed by initially working with teachers of five well-resourced schools within the Northern Cape who regularly use visualisation processes and manipulatives to teach number sense. It is then the intention to implement the VIP in eight RUMEP classrooms who are participating in its teacher development programme in the Northern Cape. The research study is framed as a case study and is grounded within the interpretive paradigm.
Last Modified: Fri, 29 Jun 2018 15:23:45 SAST