Department of Curriculum Studies

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Browsing Department of Curriculum Studies by browse.metadata.advisor "Bosman, Linda"

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    Die oorsprong en aard van grondslagfase leerders se ervaring van wiskunde-angs
    (Stellenbosch : Stellenbosch University, 2024-03 ) Waggie, Chante Chanelle; Bosman, Linda; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The study originated from my personal experience as a pupil unconsciously experiencing maths anxiety (WA). I observed this in my practical period in schools where I worked with children in the Foundation Phase classes. Today, from my experience as a FP teacher, I still observe in my own classroom how children signs from WA to from an early age (Grade 1 learners). This problem is present not only in my experiences, but also in literature. The literature argues that WA is a problem that has been around for over 60 years and has long been researched (Krinzinger et al. 2009). Existing research has focused on adults and learners from high school and higher primary grades (i.e., the intermediate phase), but the more research is conducted the more it indicates that children are in the early primary grades (e.g., Foundation Phase) also experiencing mathematically related anxiety (Ganley and McGraw 2016; Harari et al. 2013; Krinzinger et al. 2009; Ramirez et al. 2013). The focus of the study is to find out the nature and origins of Maths Anxiety (MA) in young children, how young children experience MA, the factors contributing to MA and how can children be supported to reduce their MA levels.
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    Teachers' experiences of using stories as a strategy to promote mathematical learning in Reception Year classrooms
    (Stellenbosch : Stellenbosch University, 2023-03 ) Theron, Carla; Lebethe, Agatha Lucy; Bosman, Linda; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: This study explored Grade R teachers' experiences Of using stories as a teaching strategy to promote mathematical leaming in their classrooms. The aim of the study was to gain insights and an in-depth understanding of the Grade R teachers' experiences related to how they use stories. This included the context- specific challenges and enabling factors they face as well as the perceived value in terms Of relevance and usefulness Of this strategy for supporting mathematics learning. Although stories have been recognised as a powerful teaching strategy to support the learning Of mathematics, Grade R teachers' experiences of using this strategy is an under investigated phenomenon in general and, even more so, in the South African context. The Mathematical Knowledge for Teaching model served as theoretical framework for this study (Ball, Thames & Phelps, 2008). I employed an interpretive, qualitative multiple-case study design and investigated the participants' practices and experiences teaching mathematics through stories in an everyday classroom. A combination Of purposive and snowball sampling was utilised to select the three Grade R teachers as participants from the three schools as cases in the Free State province. Semi-structured interviews, non- participant observations and follow-up discussions, document analysis, a focus group interview, my research journal and field notes served as the data collection methods. Three themes were generated from the inductive thematic data analysis relating to teachers' role and knowledge as Grade R teachers who utilise stories as mathematical teaching strategy. These, moreover, relates to the challenges they face and the potential value they attach to the use of this strategy in their classrooms. The findings Of this study indicate that the teachers use stories and despite the challenges they face, they perceive stories as a valuable means Of supporting mathematical learning in their Grade R classrooms. The findings further reveal that teachers require support pertaining to awareness and knowledge to effectively employ stories for mathematical teaching purposes. In addition, they require access to quality contextually-relevant stories with the potential to provoke the learners to engage with a wide variety of rich engagement with mathematical concepts and skills. The study has implications for Grade R practice, teacher training and resource providers or developers.