Abstract
M.Ed.
This study investigates junior primary teachers' conception of
problem-centred Mathematics teaching with the view to describe
and also explain their conception.
The rationale for the investigation is derived from the move
being made in South African Mathematics teaching from traditional
teaching to constructivist and problem-centred teaching.
Teachers have had to change from being authoritative and focused
on the product to become facilitators of the learning process.
This move implies that teachers have to put aside most of what
they have been doing up till now to be able to adopt
constructivist ways of thinking. Problem-centred teaching is in
strong contrast to these traditional teaching methods. Such a
shift in paradigm could prove to be traumatic for teachers and
pupild.
The report of the study commences with a theory framework in
which constructivism is clearly explicated. The constructivist
view of knowledge, with the relationship between public knowledge
and personal knowledge and the forming of personal knowledge is
discussed. The focus then shifts to learning through cognitive
restructuring which is facilitated by assimilation and
accommodation. In the constructivist view, learning is also
facilitated by social interaction and reflection. Both the
processes and the relationship between social interaction and
reflection are discussed.
Most importantly, learning is facilitated through constructivist
teaching, but successful teaching depends on teachers'conception
thereof. Conception is described as one of the most important
components of teachers' personal teaching theory. Teachers use
their personal teaching theory to reflect on teaching and
learning. The literature review is concluded with a discussion
on the nature of constructivist teaching and the role of the
teacher in such a teaching model.
The theory framework is complemented by a chapter on the design
of the research, substantiating the choice of format and methods
of data collection and analyses.
The data is reported in the final chapter in which examples of
raw data from transcriptions and sketches are presented.
Finally, the consolidated data is interpreted. - The most
significant finding of this study is that junior primary teachers
in this group have a negative conception of problem-centred
Mathematics teaching. It appears that the most important reason
for their negative conception is that they were not adequately
equipped for the contructivist approach towards Mathematics
teaching. This study then proposes that for teachers to be able
to teach from a constructivist paradigm they need relevant
constructivist training, more support from the experts, but also
more support from each other. They need to change their teaching
conception to a constructivist conception of teaching.