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Teaching and learning of number concept in Chinese primary classroom
The research investigated the practices of the teaching and learning of number concept and primary mathematics broadly, within a classroom context in China's Inner Mongolia province. Informed by Vygotsky's cultural historical theoretical framework, and using an ethnographic approach - with triangula...
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| Format: | Thesis |
| Language: | English |
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School of Education
2018
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| _version_ | 1867613153439776768 |
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| access_status_str | Open Access |
| author | Lan, Shasha |
| author2 | Muthivhi, Azwihangwisi E |
| author_browse | Lan, Shasha Muthivhi, Azwihangwisi E |
| author_facet | Muthivhi, Azwihangwisi E Lan, Shasha |
| author_sort | Lan, Shasha |
| collection | Thesis |
| description | The research investigated the practices of the teaching and learning of number concept and primary mathematics broadly, within a classroom context in China's Inner Mongolia province. Informed by Vygotsky's cultural historical theoretical framework, and using an ethnographic approach - with triangulated data collection methods, the research examined a teacher's approaches to teaching primary mathematical concepts. The research explored the teacher's rationale and understanding underpinning her classroom practices in order to uncover sociocultural contingencies and influences on the part of both the teacher's and learners' framing of the teaching and learning of mathematics in a Chinese Grade 1 classroom. The findings suggest that the teaching of mathematics, specifically number concept, has been and is undergoing changes, as policy regulations within the Chinese schooling system also undergo transformation. The findings further suggest that the introduction of learner-centred teaching into the Chinese curriculum policy framework has not significantly, if at all, supplanted teacher-controlled approaches in the classroom under investigation. While the emphasis placed by the teacher on precision and efficacy appears to have enabled learners to acquire the necessary skills and procedures to carry out the number operations, the concurrent lack of emphasis on individual, or authentic learner-centred approaches that engage learners in problem-based exploration of knowledge, appears to have inhibited the development amongst learners of independent and critical problem-solving skills. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/27302 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:31:35.974Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/27302 Teaching and learning of number concept in Chinese primary classroom Lan, Shasha Muthivhi, Azwihangwisi E Education The research investigated the practices of the teaching and learning of number concept and primary mathematics broadly, within a classroom context in China's Inner Mongolia province. Informed by Vygotsky's cultural historical theoretical framework, and using an ethnographic approach - with triangulated data collection methods, the research examined a teacher's approaches to teaching primary mathematical concepts. The research explored the teacher's rationale and understanding underpinning her classroom practices in order to uncover sociocultural contingencies and influences on the part of both the teacher's and learners' framing of the teaching and learning of mathematics in a Chinese Grade 1 classroom. The findings suggest that the teaching of mathematics, specifically number concept, has been and is undergoing changes, as policy regulations within the Chinese schooling system also undergo transformation. The findings further suggest that the introduction of learner-centred teaching into the Chinese curriculum policy framework has not significantly, if at all, supplanted teacher-controlled approaches in the classroom under investigation. While the emphasis placed by the teacher on precision and efficacy appears to have enabled learners to acquire the necessary skills and procedures to carry out the number operations, the concurrent lack of emphasis on individual, or authentic learner-centred approaches that engage learners in problem-based exploration of knowledge, appears to have inhibited the development amongst learners of independent and critical problem-solving skills. 2018-02-05T13:03:31Z 2018-02-05T13:03:31Z 2017 Master Thesis Masters MEd http://hdl.handle.net/11427/27302 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Lan, Shasha Teaching and learning of number concept in Chinese primary classroom |
| thesis_degree_str | Master's |
| title | Teaching and learning of number concept in Chinese primary classroom |
| title_full | Teaching and learning of number concept in Chinese primary classroom |
| title_fullStr | Teaching and learning of number concept in Chinese primary classroom |
| title_full_unstemmed | Teaching and learning of number concept in Chinese primary classroom |
| title_short | Teaching and learning of number concept in Chinese primary classroom |
| title_sort | teaching and learning of number concept in chinese primary classroom |
| topic | Education |
| url | http://hdl.handle.net/11427/27302 |
| work_keys_str_mv | AT lanshasha teachingandlearningofnumberconceptinchineseprimaryclassroom |