Literaturnachweis - Detailanzeige
Autor/inn/en | Chirinda, Brantina; Kitchen, Richard; Castellón, Libni B.; Matute, Karla |
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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 |
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 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 |