Teaching Mathematics in Post-Apartheid South Africa: The Perspectives of Teachers of Black Students

Autor/inn/en	Chirinda, Brantina; Kitchen, Richard; Castellón, Libni B.; Matute, Karla
Titel	Teaching Mathematics in Post-Apartheid South Africa: The Perspectives of Teachers of Black Students
Quelle	In: Research in Mathematics Education, 25 (2023) 1, S.105-123 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chirinda, Brantina) ORCID (Kitchen, Richard) ORCID (Castellón, Libni B.) ORCID (Matute, Karla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2021.2024086
Schlagwörter	Foreign Countries; Mathematics Instruction; Teaching Methods; Mathematics Education; Secondary School Teachers; Mathematics Teachers; Teacher Attitudes; Blacks; Critical Race Theory; Teacher Effectiveness; Barriers; Mathematics Skills; Language of Instruction; Teacher Student Relationship; Faculty Development; Pedagogical Content Knowledge; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Black person; Schwarzer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching language; Unterrichtssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Kompetenz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Using a critical race theoretical lens, we examine how South African secondary mathematics teachers of Black students characterised their preparation in the post-apartheid era, how they portrayed good mathematics instruction, and what challenges they identified as barriers to becoming a good mathematics instructor. We found that teachers characterised their preparation in terms of their students' achievement, often talked about the importance of teaching their students mathematical skills and procedures, identified challenges associated with using English as the language of instruction, and engaged in student blaming. Implications from this study include prioritising quality professional development for mathematics teachers of Black students that focuses on developing teachers specialised mathematical knowledge. Professional development should also strengthen South African mathematics teachers' abilities to teach the mathematics register in English and support teachers to examine the detrimental effects of student blaming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01