Promoting and Hindering Factors in Mathematics Teaching in South African High Schools

Autor/inn/en	Mokgwathi, Mathelela Steyn; Graham, Marien Alet; de Villiers, Johannes Jozua Rian
Titel	Promoting and Hindering Factors in Mathematics Teaching in South African High Schools
Quelle	In: Acta Didactica Napocensia, 16 (2023) 1, S.82-98 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Mathematics Instruction; Instructional Effectiveness; Teacher Effectiveness; Barriers; Educational Resources; Labor Turnover; Principals; Professional Development; Teaching Skills; Teacher Qualifications; Teaching Experience; High School Teachers; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Bildungsmittel; Principal; Schulleiter; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrqualifikation; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study explores what factors enable or prevent South African educators from carrying out effective mathematics teaching. The objectives are to explore the qualifications and experience of those involved, which skills, tools, and resources they use and what barriers they encounter. A qualitative approach using an interpretivist paradigm with multiple case studies was used. Eighteen participants were interviewed, and the data were analysed using qualitative content analysis. Findings showed that the barriers impeding effective mathematics teaching included lack of resources, teachers leaving the profession and many principals not attending workshops or professional development programmes. From the findings, we recommend the Department of Basic Education encourage more teachers to specialise in mathematics and that more funding is directed toward allocating the necessary resources to schools where resources are lacking. The department can provide incentives to encourage more student teachers to pursue mathematics teaching. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01