Creating an innovative primary school Mathematics teaching environment: The case of Eastern Cape Province

• Zingiswa Mybert Monica Jojo ^[1]
  1. [1] University of South Africa

     University of South Africa

     City of Tshwane, Sudáfrica

     
• Localización: REDIMAT, ISSN-e 2014-3621, Vol. 12, Nº. 2, 2023, págs. 173-191
• Idioma: inglés
• DOI: 10.17583/redimat.11278
• Títulos paralelos:
  • Creación de un Entorno Innovador para la Enseñanza de las Matemáticas en la Escuela de Primaria: El Caso de la Provincia de Eastern Cape
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La población de estudiantes de hoy es diversa y está repleta de desafíos situacionales, personales, emocionales y de aprendizaje que inevitablemente encuentran su camino en el aula de matemáticas. Este documento se basa en un proyecto destinado a investigar problemas de práctica en el aula en matemáticas, para extrapolarlas o mejorarlas para un mejor desarrollo de la comprensión significativa de los profesores y alumnos de las matemáticas de fase intermedia y superior en un distrito de la provincia de Eastern Cape de Sudáfrica, durante la COVID-19. Se ha utilizado un enfoque cualitativo en el que se entrevistó a tres profesores. Los resultados indican que los docentes se benefician de las colaboraciones con otros docentes a través de los grupos de WhatsApp y utilizaron esas experiencias para promover el aprendizaje en sus propios entornos. Además, se observó que los docentes modificaron sus estrategias de instrucción, compartieron prácticas de enseñanza de matemáticas a través de WhatsApp y compromisos utilizando herramientas en línea de fácil acceso para sus alumnos

  • English

    Today’s learner population is diverse and replete with situational, personal, emotional, and learning challenges that inevitably find their way into the mathematics classroom. This paper draws from a project intended to investigate issues of classroom practice in mathematics used, extrapolate,or improve on them for the better development of teachers and learners’ meaningful understanding of intermediate and senior phase mathematics in a district in the Eastern Cape province of South Africa during the COVID-19lockdown period. A qualitative approach in which three teachers were interviewed has been used. Results indicated that teachers benefited from technology informed collaborations with other teachers on WhatsApp groups and used those experiences to promote learning in their own environments. Moreover, it was observed that teachers modified their instructional strategies, shared mathematics teaching practices through WhatsApp, and engagements using online tools easily accessible to their learners.

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