Exploring the Pedagogical Content Knowledge for Teaching Probability in Middle School: A South African Case Study

Brijlall, Deonarain

doi:10.1080/09751122.2014.11890234

Cited by 13 publications

(10 citation statements)

References 2 publications

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“…According to Brijlall (2014) content knowledge is the specialized knowledge needed by teachers, and to be used in a unique way in teaching. It's use is only necessary for the purposes of imparting mathematical content knowledge to others.…”

Section: Gender Issues In Learning Mathematicsmentioning

confidence: 99%

“…Teachers also need pedagogical knowledge and the curriculum knowledge in addition. It should be known to the teacher what the learner will think and their reaction to specific information should be anticipated (Brijlall, 2014). The teacher should know the type of context that will be interesting and easy to understand to his/her learners.…”

Section: Gender Issues In Learning Mathematicsmentioning

confidence: 99%

“…The teacher should know the type of context that will be interesting and easy to understand to his/her learners. This includes the ability to choose tasks that students will find motivating as well as the ability to identify errors that will be common to his/her learners (Brijlall, 2014). This helps teachers in making correct choices and taking the right decisions about the mathematics they teach.…”

Section: Gender Issues In Learning Mathematicsmentioning

confidence: 99%

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Analysis of High School Students’ Errors in Solving Trigonometry Problems

Arhin¹,

Hokor

2021

Journal of Mathematics and Science Teacher

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This study examined High School students' error displayed in solving trigonometry problems. The literature revealed that trigonometry is difficult for students to understand and our paper contends that identifying students' error and understanding how the errors occurred can serve as a point of reference for instructional decisions which will make the concept easier. The study uses a quantitative research techniques to explore students' errors in solving trigonometry problems. Ninety students were sampled using multistage sample techniques. Trigonometry Achievement Test (TAT) was used in data collection. Descriptive statistics (figures and tables) was used to present the students' error after content analysis was carried out and Modified Newman's Error Hierarchy was used in classifying students' error. The results revealed most students' errors occurs at transforming, processing and encoding stages. Independent sample t-test was used to compare the errors committed by male and female students. Independent samples t-test of groups' differences in means among male and female students indicated that, there was a significant difference in their mean scores at t(89) = 2.198, p < .05. Thus, female students' level of committing errors in solving trigonometry problems was significantly higher than their male counterparts. The study recommends that Mathematics teachers should make the teaching of trigonometry practical and more activity-oriented to limit students' error in solving trigonometry problem most importantly among the female students.

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Section: Gender Issues In Learning Mathematicsmentioning

confidence: 99%

Section: Gender Issues In Learning Mathematicsmentioning

confidence: 99%

Section: Gender Issues In Learning Mathematicsmentioning

confidence: 99%

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Analysis of High School Students’ Errors in Solving Trigonometry Problems

Arhin¹,

Hokor

2021

Journal of Mathematics and Science Teacher

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“…[3] further reiterated that challenges existed in the global digital divide mostly affecting the middle to low income countries as internet and mobile networks were not evenly accessed and access costs were not either affordable or sustainable to the majority of learners. [4] explained the distinctive circumstances of COVID-19 as the missing of face to face interaction and instruction in the education sector in general.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Several Calculus topics have so far been studied using APOS theory. [26,27] and [28] studied mental constructions of pre-service teachers when learning Calculus, fractions and matrix algebra in separate cases respectively. [29][30][31] studied the application of APOS theory on the students' understanding of limit of a function and integration; [23] studied mental structures and mechanisms and managed to characterize the processes as interiorization and coordination one hand and interiorization, coordination and reversal on the other hand.…”

Section: Literature Reviewmentioning

confidence: 99%

Digital Instructional and Pedagogical Gaps in Mathematics Education during COVID-19: APOS Theory Based Laboratory Methodology in Higher Education

Mukavhi¹,

Brijlall²

2021

ujer

Self Cite

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The COVID-19 pandemic globally transformed the face to face teaching and learning into digital online teaching and learning. The uptake and integration of digital technology in mathematics education have been gradual for many decades. However, the COVID-19 pandemic has reshaped the digital teaching and learning and made it an imperative and safe remote instruction and pedagogy of the day in mathematics education and education in general. We explored the uptake and use of virtual mathematics laboratory methodology for undergraduate Calculus teaching and learning as a remote instruction and pedagogy gap revealed during the COVID-19 infections prevention and containment period in Zimbabwe. The main objective of the study was to identify digital instructional and pedagogical gaps that existed in addressing students' mathematical misconceptions in Calculus learning in using the APOS theory and a virtual mathematics laboratory. Data was collected from 160 undergraduate students taking Calculus courses via APOS theory mediated digital mathematics laboratory for a semester. Results revealed that the undergraduate students who took the Calculus courses via the digital mathematics laboratory methodology performed better than those who used to take the same courses using didactical approaches. This COVID-19 crisis ushered in digital teaching and learning experiences that clearly spelt out the existence of digital instructional and pedagogical gaps in mathematics education.

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Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015

Ndlovu

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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In this chapter, I review and identify themes in in-service mathematics teacher professional development/learning research in South Africa over a 10-year period from 2006 to 2015. No less than 92 journal articles were reviewed. Nine themes were identified as characterising research during this period. Mathematical knowledge for teaching and pedagogical content knowledge were the two most dominant themes. Subject matter knowledge was the fourth and closely aligned to the first two. Curriculum knowledge was the third most frequently occurring research theme and was also closely aligned to the first two. Together the first four themes constituted 54% of the research output for this period, an indication of the centrality of practising teachers' professional knowledge of school mathematics. Under-researched themes included the integration of ICTs in mathematics education as well as impact studies that were apparently constrained by lack of funding for large-scale research.

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Exploring the Pedagogical Content Knowledge for Teaching Probability in Middle School: A South African Case Study

Cited by 13 publications

References 2 publications

Analysis of High School Students’ Errors in Solving Trigonometry Problems

Analysis of High School Students’ Errors in Solving Trigonometry Problems

Digital Instructional and Pedagogical Gaps in Mathematics Education during COVID-19: APOS Theory Based Laboratory Methodology in Higher Education

Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015

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