Charity Ausiku

PROVISIONAL TITLE

An analysis into the role of visualisation in redefining the pedagogy of fractions in mathematics classrooms among primary school teachers at selected schools.

Abstract

This mixed methods study on redefining the pedagogy of fractions is aimed at determining whether the incorporation of visualisation processes can enhance the teaching of fractions. The empirical study is located in the Rundu Campus Fraction Project (RCFP), a project that is intended to expose primary school teachers to alternative teaching approaches for fractions. The concept of fractions is one of the most difficult concepts to teach and learn in mathematics due to their uniqueness and the tendency among teachers to rely on abstract teaching approaches. Visualisation is therefore a possible solution to the challenges faced by both teachers and learners since fractions are visual by nature. This case study of ten senior primary school teachers belonging to the RCFP is situated in the interpretivist paradigm as I intend to gather insight into the views of participants regarding the use of visualisation. Data collection techniques that will be employed in this study are a questionnaire, observations and interviews. In addition, I will also conduct document analysis on educational documents and policies to determine the incorporation of visualisation in these documents. Data will be analysed using a framework consisting of eight pedagogical aspects derived from the literature review. Two theories, that is the constructivist theory and the Dual Coding Theory (DCT) inform this study.

Research questions

How does the incorporation of visualisation processes in mathematics lessons as a result of teachers’ participation in the RCFP, enhance the teaching of fractions, if at all?

 

  1. What type of visualisation processes do senior primary school teachers incorporate in their mathematics lessons?

2.                  How do senior primary school teachers incorporate visualisation processes in their mathematics lessons?

3.                  What significance do senior primary school teachers attach to the incorporation of visualisation processes in mathematics lessons?

 

  • What are the enabling and constraining factors in teaching fractions in an explicitly visual way at the senior primary phase?

 

Last Modified: Thu, 13 Feb 2020 10:05:41 SAST