Browsing by Author "Moodley, Sathiaveni Duel."

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A comparative analysis of problem-solving procedures of a South Korean and a South African grade six mathematics textbook.
(2020) Moodley, Sathiaveni Duel.; Amin, Nyna.; Naidoo, Jayaluxmi.
Mathematical tasks play a critical role in the teaching and learning of mathematics. Textbooks have been valued as an important tool in the teaching-learning process of Mathematics. This study aimed to analyse how problem-solving procedures are represented in selected mathematics textbooks in South Korea and South Africa using a composite framework. In the past few decades, international comparative studies have transformed the way mathematics education is perceived and has provided insight for improving student learning in many ways. In this study, 6th Grade South Korean and South African mathematics textbooks were compared with textbook analysis frameworks and Polya’s 4-stage model being used to analyse data. The comparison involved textbook design features, and the criteria for their quality (visual design, nature of approach, cognitive demand, content, learning, teaching, structure, organisation, linguistics characteristics and internal organisation). The focus included the basic structure, curriculum weighting, colour-coding or use of colour, topic representation, introduction and conclusion of topics and non- textual representations. This study revealed similarities, such as the use of visuals, models, acting it out, guess and check and identify the pattern. The heuristics were present in both textbooks; however, the key difference being the South Korean textbook had been designed according to Polya’s 4 stagemodel, with several heuristics being integrated in the design process, which created a strong foundation in developing critical thinking skills. The more salient features of the South African textbook are key words, mathematic ideas and ‘did you know?’ information boxes which aid second language students in understanding mathematical concepts. This may account for the differences in the Trends in International Mathematics and Science Study (TIMSS) results of the two countries, with South Korea scoring 1st while South African had been placed 47th. The implementation of a model in the design process (e.g. Polya’s 4 stagemodel and heuristics) by curriculum developers and textbook authors will result in the improvement of the quality of mathematical results as problem-based learning improves academic performance. The enhancement of students’ attitude towards problem-solving and progress in mathematics results by including differentiated learning materials in the mathematics textbook. This will cater for their varying levels of ability and the development of critical thinking and cognitive domains of knowledge.
The influence of context on teachers' conceptions of professional expertise.
(2012) Moodley, Sathiaveni Duel.; Amin, Nyna.
This research involved the contextual influences on teacher professional expertise in the Central Urban area in Durban. It explores what happens to teachers when their context changes and how they cope with a challenging environment. This study documents and describes a particular group of foundation phase teachers’ experiences in a specific school and how the context of this school influences their professional expertise. The study draws on Dryfus and Dryfus (1986) five stage typology which describes how and why teachers’ abilities, attitudes, capabilities and perspectives change according to the skill levels. An empirical investigation involving a qualitative research methodology was done using the case study method to present this research. The instruments used in this exploration were individual semi-structured interviews with six foundation phase educators and a focus group interview with a group of five foundation phase teachers. A City centre school was used as a sample. One male teacher and five female teachers were selected. All the participants were Indian. Interviews were used because of the need to observe the teachers facial expressions and emotions during the interview. The study was able to identify the various challenges that presented itself to both novice and expert teachers in the profession. The findings are organised under eight themes which are: the conceptions of a novice teacher; the conceptions of an expert teacher; novice teachers and school context; expert teachers and school context; novice teachers and change in curriculum; expert teachers and change in curriculum; the role of experience for novice and expert teachers and novice and expert teachers relationships with peers/leaders and mentors. Emergent findings suggest that both expert and novice teachers experience difficulties in a complex and challenging context are further presented under seven themes in which the researcher did a cross analysis. Cross theme analysis was used to present the findings of a further seven themes which are; conceptions of expert and novice teachers are different, teaching and school context are experienced differently by novice and expert teachers, curriculum change makes teaching challenging for expert and novice teachers, experience is important for expert and novice teachers, every teacher needs a mentor, all teachers are always a novice and the need for flexibility.