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dc.contributor.advisorKhoza, Simon Bhekumuzi.
dc.creatorShange, Dumazile Sylvia.
dc.date.accessioned2018-07-30T07:51:50Z
dc.date.available2018-07-30T07:51:50Z
dc.date.created2015
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/10413/15377
dc.descriptionMaster of Education in Education Studies. University of KwaZulu-Natal, Durban 2015.en_US
dc.description.abstractThis is a qualitative case study within an interpretive paradigm of five Grade 10 Mathematics teachers from five different schools in the Umbumbulu circuit who reflected on their experiences of teaching geometry. The teachers are working in Umbumbulu area and are in one cluster where they meet once a term for cluster moderation. As a result of the reflection, reflective activity, semi-structured interviews and focus group interviews were used for data generation to explore these reflections. Purposive and convenience sampling was used in selecting this specific group of teachers because I needed to be involved in Mathematics in order to help in addressing challenges that are facing Mathematics South African teachers in the implementation of CAPS. This study concluded by approving the ten principles that underpin a curriculum with their propositions as curricular spider web. The principles of teaching and learning are presented for discussing the important activities for learning. Therefore, this study mentions the application of ten curricular spider web concepts as the teachers’ reflective framework.en_US
dc.language.isoen_ZAen_US
dc.subjectMathematics - Study and teaching Secondary - South Africa.en_US
dc.subjectMathematics - Study and teaching (Secondary)en_US
dc.subjectGeometry - Study and teaching (Secondary)en_US
dc.subjectTheses - Education.en_US
dc.titleAn exploration of the teachers' experiences in teaching within curriculum and assessment policy statement (CAPS) uMbumbulu Circuit.en_US
dc.typeThesisen_US


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