Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Teachers' perceptions of whole number acquisition and associated pedagogy in the foundation phase
This dissertation is interested in the systematic analysis of teachers' comments regarding the ways in which young children learn number concepts. The motivation for this study is based on my experience with primary school teachers through the University of Cape Town's Schools Development Unit and m...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
Not Specified
2022
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867614172853829632 |
|---|---|
| access_status_str | Open Access |
| author | Kuhne, Cally |
| author2 | Ensor, Paula |
| author_browse | Ensor, Paula Kuhne, Cally |
| author_facet | Ensor, Paula Kuhne, Cally |
| author_sort | Kuhne, Cally |
| collection | Thesis |
| description | This dissertation is interested in the systematic analysis of teachers' comments regarding the ways in which young children learn number concepts. The motivation for this study is based on my experience with primary school teachers through the University of Cape Town's Schools Development Unit and my background in Foundation Phase mathematics learning and teaching. The purpose of this investigation is to analyse the discourse that teachers use when describing their knowledge and understanding of number acquisition. The investigation used semi-structured interviews as a primary source of data. The analysis of teachers' comments focused on transcripts from interviews conducted with six Foundation Phase teachers from rural and peri-urban schools in the Cape West Coast Winelands region of South Africa Each interview consisted of constructed virtual vignettes and associated open-ended questions. The vignettes were designed and selected to elicit subjective responses from teachers regarding their understanding about learning and classroom practice pertaining to number. The questions were designed to act as prompts to encourage teachers to reflect on, and express their opinions about, certain aspects of learning and teaching number in different contexts. In order to investigate teachers' comments, Steffe's theoretical framework for number development was used. This framework provided the reference for comparing teachers' comments and a language for interpretation. The analysis in this study presents the didactic discourse and highlights teachers' perceptions of bow children learn number in two parts. The first part relates to cognitive development of number and the second part to general didactic themes. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/36793 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:47:49.607Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Not Specified |
| publisherStr | Not Specified |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/36793 Teachers' perceptions of whole number acquisition and associated pedagogy in the foundation phase Kuhne, Cally Ensor, Paula van den Heuvel-Panhuizen, Marja education This dissertation is interested in the systematic analysis of teachers' comments regarding the ways in which young children learn number concepts. The motivation for this study is based on my experience with primary school teachers through the University of Cape Town's Schools Development Unit and my background in Foundation Phase mathematics learning and teaching. The purpose of this investigation is to analyse the discourse that teachers use when describing their knowledge and understanding of number acquisition. The investigation used semi-structured interviews as a primary source of data. The analysis of teachers' comments focused on transcripts from interviews conducted with six Foundation Phase teachers from rural and peri-urban schools in the Cape West Coast Winelands region of South Africa Each interview consisted of constructed virtual vignettes and associated open-ended questions. The vignettes were designed and selected to elicit subjective responses from teachers regarding their understanding about learning and classroom practice pertaining to number. The questions were designed to act as prompts to encourage teachers to reflect on, and express their opinions about, certain aspects of learning and teaching number in different contexts. In order to investigate teachers' comments, Steffe's theoretical framework for number development was used. This framework provided the reference for comparing teachers' comments and a language for interpretation. The analysis in this study presents the didactic discourse and highlights teachers' perceptions of bow children learn number in two parts. The first part relates to cognitive development of number and the second part to general didactic themes. 2022-08-31T20:54:22Z 2022-08-31T20:54:22Z 2004 2022-08-31T20:53:52Z Master Thesis Masters MEd http://hdl.handle.net/11427/36793 eng application/pdf Not Specified Not Specified |
| spellingShingle | education Kuhne, Cally Teachers' perceptions of whole number acquisition and associated pedagogy in the foundation phase |
| thesis_degree_str | Master's |
| title | Teachers' perceptions of whole number acquisition and associated pedagogy in the foundation phase |
| title_full | Teachers' perceptions of whole number acquisition and associated pedagogy in the foundation phase |
| title_fullStr | Teachers' perceptions of whole number acquisition and associated pedagogy in the foundation phase |
| title_full_unstemmed | Teachers' perceptions of whole number acquisition and associated pedagogy in the foundation phase |
| title_short | Teachers' perceptions of whole number acquisition and associated pedagogy in the foundation phase |
| title_sort | teachers perceptions of whole number acquisition and associated pedagogy in the foundation phase |
| topic | education |
| url | http://hdl.handle.net/11427/36793 |
| work_keys_str_mv | AT kuhnecally teachersperceptionsofwholenumberacquisitionandassociatedpedagogyinthefoundationphase |