National and international studies show that the standard of mathematics teaching
and learning in South Africa is very low compared to other countries. These statistics
are worrying because mathematics is one of the ‘gatekeeper’ subjects that
determine learners’ access to higher learning and a better future.
My study, aimed at exploring two Foundation Phase teachers’ selection and use of
examples and representations when teaching number, forms part of a longitudinal
study currently underway within the Wits Maths Connect Primary (WMC-P) Project.
One of the broad aims of the WMC-P Project is to improve primary teachers’
mathematics content knowledge and also to see this translated into improved
pedagogy on the ground. This qualitative study was carried out within the WMC-P
Project’s 20-Day in-service training course and one of the ten government schools
participating in the broader study.
My study aimed to build on research that has been carried out on teachers’ use of
examples and representations with a focus on the South African terrain. The dataset
comprised of two Foundation Phase teacher’s pre-tests, course-work tasks, field
notes, and transcripts of observed lessons. Data was analysed using an analytical
framework based on current literature related to examples and representations
within mathematics teaching. Findings from my study show possible associations
between a higher content knowledge score and the extent of a teacher’s example
space and more coherent connections between different representational forms.
More studies around this topic are needed because research shows that teachers’
examples and representations in mathematics teaching are important for good
teaching and conceptual understanding.