Exploring different types of knowledge required for mathematics teaching in selected schools in Mthatha.

Abstract

The study sought to explore different types of knowledge for teaching mathematics in selected schools in Mthatha in South Africa. A survey design which used both quantitative and qualitative aspects of research was used in the study. Task sheets, observational schedules and interview schedules were used to collect data. Participants were made up of 6 Grade 9 mathematics teachers from 6 schools out of 25 schools in circuit 3 in the Mthatha District of Education. Descriptive statistics and content analysis were used to analyse the data. Frequency tables, pie charts and histogram graphs were used to present quantitative data based on observation while verbal quotes were presented to support themes that emerged from qualitative data gleaned from task sheets and interview schedules. These were analysed by means of content analysis. The findings of the study revealed that mathematics knowledge (conceptual understanding, procedural fluency, strategic competence, adoptive reasoning and productive disposition), knowledge of instructional practices (curriculum, tasks and tools for teaching) were limited with regard to most of the teachers in the Mthatha District. These related to many factors such as unqualified mathematics teachers, lack of in-service training, inadequate teaching and learning material, teachers’ attitudes towards mathematics etc. It was recommended that the Department of Education should organize regular in-service training for mathematics teachers in order to improve the quality of mathematics teaching and also keep mathematics teachers updated. There is also a need for department to supply adequate teaching and learning resources to schools in order to improve teachers’ knowledge of instructional practices. Furthermore, teachers need to update themselves in order to acquire sound pedagogical content knowledge for effective teaching. The Department of Education should try to motivate mathematics teachers by financing their efforts to upgrade themselves. Moreover there is a need for the department to strengthen their supervision team in order to monitor mathematics teachers in schools. This will help teachers to prepare better for mathematics lessons.