• Login
    View Item 
    •   ResearchSpace Home
    • College of Humanities
    • School of Education
    • Education Studies
    • Masters Degrees (Education Studies)
    • View Item
    •   ResearchSpace Home
    • College of Humanities
    • School of Education
    • Education Studies
    • Masters Degrees (Education Studies)
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    How teachers use instructional materials in teaching junior primary mathematics, with specific reference to the Maths Centre for Primary Teachers.

    Thumbnail
    View/Open
    Thesis (2.003Mb)
    Date
    1995
    Author
    Dlamini, Thulisile Cheryl.
    Metadata
    Show full item record
    Abstract
    This is an empirical study of how teachers in the Maths Centre for Primary Teachers project use instructional materials in teaching mathematics in junior primary schools. The key question of the study is whether teachers use instructional materials in ways that promote quality education. Instead of being guided by the "school effectiveness" paradigm, one which is based on a production function model, this study adopts an approach used in "quality education" research which argues that it is not simply the availability of instructional materials, but the effective use of instructional materials that determines quality instruction, and in turn quality education. Huberman's model of a teacher as an independent artisan describes the role of a teacher I envision as one that is likely to bring about improvements in the quality of instruction. The approach adopted in Huberman's model emphasises teacher-centred methods. (Teacher-centred does not mean "not child-centred", but simply focuses on what role the teacher needs to play). In this study it was found that, with regards to certain aspects, teachers used instructional materials in ways that were appropriate and contributing to improvements in the quality of education. Teachers valued MCPT materials for their power to illustrate and teach mathematical concepts. Teachers applied methodologies that were informed by a constructivist theory of learning, within a classroom environment conducive for this. However, teachers hardly prepared and used their own materials, and they presented MCPT materials in ways that deprived them of opportunities for teacher development in curriculum management. It is argued, therefore, that there is need for advanced training of teachers on the use of instructional materials - training that enables teachers to use materials in ways that fit in with their design of classroom curriculum.
    URI
    http://hdl.handle.net/10413/2914
    Collections
    • Masters Degrees (Education Studies) [918]

    DSpace software copyright © 2002-2013  Duraspace
    Contact Us | Send Feedback
    Theme by 
    @mire NV
     

     

    Browse

    All of ResearchSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsAdvisorsTypeThis CollectionBy Issue DateAuthorsTitlesSubjectsAdvisorsType

    My Account

    LoginRegister

    DSpace software copyright © 2002-2013  Duraspace
    Contact Us | Send Feedback
    Theme by 
    @mire NV