Browsing by Author "Galane, Charlotte Myriam Moshala."

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Grade 3 teachers’ understanding of the implemented mathematics curriculum in Mpumalanga province: an action research of grade 3 teachers = Ukuqonda kothisha bebanga lesithathu ngohlelokufunda lwezibalo oseluqalisiwe esifundazweni iMpumalanga: Ucwaningo lokwenza kothisha bebanga lesithathu.
(2023) Galane, Charlotte Myriam Moshala.; Khoza, Simon Bhekumuzi.
This pragmatic action research explores Grade 3 teachers’ understanding of the implemented mathematics curriculum. Exploring teachers’ understanding of the mathematics curriculum is critical given the fact that, over time, curriculum reforms take place. Such reforms impact not only on teachers’ knowledge, expertise or motivation, but also on their understanding. Understanding, as synthesised by the researcher, is a planned, prescribed system of presenting one’s thoughts and expertise regarding a particular subject, in this case, mathematics. In exploring this phenomenon, six Grade 3 teachers from Nkangala District in Mpumalanga were purposefully sampled to be part of this study. Data was generated through two phases of reflective activities, observations, interviews and focus group discussion. To answer the two research questions of this study, the generated data was analysed guided by the natural identity framework themes. Findings revealed that teachers’ understanding of the implemented mathematics curriculum is mostly informed by a combination of their need to comply with the prescripts of policy and higher authority, and common understanding to appease the societal needs and individual understanding based on their experiences and beliefs. To embrace the three propositions of identities, the study developed the Natural Understanding Identity Framework. The framework promoted teachers’ natural understanding identity which is underpinned by reflective practice, critique and adaptation to what works in their day to day practice as teachers. Iqoqa. Lolu cwaningo lwepragmathikhi luhlola ukuqonda kothisha bebanga lesithathu ngohlelo lwezifundo zezibalo oseluqalisiwe. Ukuhlola ukuqonda kothisha ngohlelokufunda kubalulekile uma kubhekwa iqiniso lokuthi, ngokuhamba kwesikhathi, kuba nezinguquko ohlelweni lokufunda. Lolu guquko lunomthelela hhayi kuphela olwazini lothisha, emakhonweni noma ekugqugquzeleni, kodwa futhi nasekuqondeni kwabo. Ukuqonda, njengoba kuhlanganiswe ngumcwaningi, kuwuhlelo oluhleliwe, olunqunyiwe lokwethula imicabango yomuntu maqondana nesifundo esikhethekile, kulokhu, izibalo. Ekuhloleni lezi zimo, othisha bebanga lesithathu esifundeni iNkangala eMpumalanga kwathathwa amalinge ngenhloso yokuba kube yingxenye yalolu cwaningo. Imininingo yenziwe ngezindlela ezimbili zemisebenzi yokucabangisisa ngokwenza, ukubheka, inhlolombono nokugxila ekubhungeni kweqembu. Ukuphendula imibuzo emibili yokucwaninga yalolu cwaningo, imininingo eyenziwe yahlaziywa iqondiswa yizingqikithi zokuhlonza uhlaka lwemvelo. Okutholakele kudalule ukuthi ukuqonda kothisha ngohlelo lwezibalo olusetshenziswayo kuzinze ekuhlanganisweni kwesidingo sabo esihambisana nemithetho yenqubomgomo negunya eliphakeme, ukuqonda okufanayo ukufeza izidingo zomphakathi nokuqonda komuntu ngamunye okugxile kwabahlangabezane nakho nezinkolelo zabo. Ukwamukela izihlongozo ezintathu zokuhlonza, ucwaningo luthuthukise Uhlaka Lwemvelo Lokuhlonza Ukuqonda/Natural Understanding Identity Framework/. Uhlaka lukhuthaze ukuqonda kwemvelo kothisha kokuhlonza okusekelwe ngokwenza ngokudlinza, ukugxeka nohambisana nalokho okusebenzayo nsuku zonke zabo zokwenza njengothisha.
Subject advisors' reflections of the supervision of Grade 3 mathematics CAPS implementation in Mpumalanga Province.
(2016) Galane, Charlotte Myriam Moshala.; Khoza, Simon Bhekumuzi.
Despite the Department of Education‘s introduction of Curriculum and Assessment Policy Statement (CAPS) for implementation since 2012; underperformance and low attainment of South African learners in Mathematics across some Grades (Grade 3- 12) of schooling continue to be a matter concern for government. To support proper implementation and to monitor whether the intended curriculum is meeting its aims and objectives, government has put systems in place for this purpose. As one of their core duties, SAs are to supervise (monitor) and support curriculum implementation in all the subjects offered in all phases of schooling. This action research was aimed at exploring 8 Foundation Phase SAs reflections of their supervision of Grade 3 Mathematics CAPS implementation in Mpumalanga Province. Data was generated in two phases using reflective activities, one- on- one semi- structured interviews and focus group discussion. Guided data analysis, using the ten themes of the curricular spider web was used as a framework for analysis. Findings revealed that supervision alone does not have any developmental benefit to educators. The data analysis findings therefore indicate that a grounded rationale for supervision, backed by continuous critical reflections of SAs will be a very strong foundation for SAs to improve their supervision practice. The study also established that SAs are aware of the aims of the CAPS and also the aims and objectives of the foundation Phase Mathematics curriculum, but they cannot classify that these are objectives or outcomes as CAPS did not identify them as such. The main conclusions drawn from this research were that Curriculum aims and objectives should be clearly stated in simple understandable language in the CAPS documents. SAs also need to conscientise educators about curriculum aims and objectives, and also encourage them to set clear lesson outcomes which will help them to meet curriculum objectives and improve performance.