Teachers' experiences of using stories as a strategy to promote mathematical learning in Reception Year classrooms

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dc.contributor.advisorLebethe, Agatha Lucyen_ZA
dc.contributor.advisorBosman, Lindaen_ZA
dc.contributor.authorTheron, Carlaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2023-03-06T16:12:50Z
dc.date.accessioned2023-05-18T07:10:19Z
dc.date.available2023-03-06T16:12:50Z
dc.date.available2023-05-18T07:10:19Z
dc.date.issued2023-03
dc.description Thesis (MEd)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH 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.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie studie het Graad R-onderwysers se ervarings van die gebruik van stories as 'n onderrigstrategie om wiskundige leer in hul klaskamers te bevorder, ondersoek. Die doel van die studie was om insig en 'n diepgesetelde begrip van die Graad R-onderwysers se ervarings wat verband hou met hoe hulle stories gebruik te verkry. Dit het die konteksspesifieke uitdagings en bemagtigende faktore wat die onderwysers in die gesig staar ingesluit, asook die waarde wat hulle aan die strategie in terme van relevansie en bruikbaarheid vir die ondersteuning van wiskundige leer heg. Alhoewel stories as 'n kragtige onderrigstrategie vir wiskundige leer erken word, is Graad R-onderwysers se ervarings van die gebruik van hierdie strategie 'n onder- ondersoekte verskynsel in die algemeen en soveel te meer in die Suid-Afrikaanse konteks. Die teoretiese raamwerk berus op die Wiskundige Kennis vir Onderrig- model wat gepas is om onderwysers se kennis oor die gebruik van stories as onderrigstrategie vir Graad R-leerders te ondersoek. Ek het 'n interpretivistiese, kwalitatiewe meerv•oudige gevallestudie-ontwerp aangewend en die deelnemers se praktyke en ervarings van wiskundeonderrig deur middel van stories in 'n alledaagse klaskamer ondersoek. 'n Kombinasie van doelgerigte en sneeubalsteekproefneming is gebruik om die drie Graad R-onderwysers as deelnemers van drie privaat Skole in die Vrystaatse provinsie as gevalle te kies. Metodes wat gebruik is om die data in te samel sluit semi-gestruktureerde onderhoude, nie-deelnemer waarnemings en opvolg besprekings, dokumentére analise, 'n fokusgroep onderhoud, my navorsingsjoernaal en veldnotas in. Drie temas is uit die induktiewe tematiese data-analise ontwikkel wat verband hou met onderwysers se rol en kennis as Graad R-onderwysers wat stories as wiskundige onderrigstrategie gebruik. Dit hou boonop verband met die uitdagings wat hulle in die gesig staar en die potensiéle waarde wat hulle heg aan die gebruik van hierdie strategie in hul klaskamers. Die bevindinge van hierdie studie dui daarop dat die onderwysers stories gebruik en ten spyte van die uitdagings wat hulle in die gesig staar, beskou hulle stories as 'n waardevolle hulpmiddel om wiskundige leer in hul Graad R-klaskamers te ondersteun. Die bevindinge dui verder daarop dat onderwysers ondersteuning met betrekking tot bewustheid en kennis om stories effektief vir wiskundige onderrigdoeleindes aan te wend, benodig. Daarbenewens benodig hulle toegang tot kwaliteit kontekstueel- relevante stories met die potensiaal om interaksie met 'n wye verskeidenheid robuuste wiskundige konsepte en vaardighede aan te moedig. Die studie het implikasies vir Graad R-praktyk, onderwysersopleiding en hulpbronverskaffers Of —ontwikkelaars.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentxv, 239 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/127217
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshMathematics -- Study and teaching (Preschool)en_ZA
dc.subject.lcshMathematical ability in childrenen_ZA
dc.subject.lcshMathematics -- Study and teaching -- Activity programsen_ZA
dc.subject.nameUCTD
dc.titleTeachers' experiences of using stories as a strategy to promote mathematical learning in Reception Year classroomsen_ZA
dc.typeThesisen_ZA
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