Exploring how visual models can be used in teaching mathematics for growing a productive disposition in grade 9 learners.
The purpose of this action research study is to explore how visual models can be used to teach mathematics to grow selected grade 9 learners’ productive disposition. Underpinned by an interpretive paradigm, the study will take the form of a mixed method action research case study approach. It will be carried out at a school in Oshana region, Namibia. The sample will consists of two sets of participants namely, 3 grade 9 mathematics teachers and their learners. Data will be collected through pre- and post-questionnaires, dispositions tests, lesson observations, and stimulus recall interviews. Vygotsky’s social-constructivism theory will underpin the theoretical framework.
In the context of an intervention programme that foregrounds the use of visual models in the teaching of mathematics, this study will be guided by the following research questions:
- What is the nature of selected grade 9 learners’ disposition towards mathematics prior to an intervention programme?
- How do selected teachers teach for productive disposition as a result of participating in an intervention programme?
- What are the selected learners’ mathematical disposition after their teachers’ participation in an intervention programme?
Last Modified: Thu, 13 Feb 2020 08:32:13 SAST