Browsing by Author "Pather, Subethra"

Now showing 1 - 8 of 8
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    Activity theory as a lens to examine pre-service teachers' perceptions of learning and teaching of mathematics within an intervention programme
    (Routledge, 2012) Pather, Subethra
    This study was prompted by concerns around mathematics teaching and learning in the South African education system. Contributory factors to this situation are the lack of competent mathematics teachers in the classroom and mathematics at-risk students entering teacher education programmes. This paper reports on how a mathematics intervention programme (MIP) assisted in shaping at-risk student teachers’ perceptions of their learning and teaching of mathematics. Activity Theory (AT) is used as a theoretical lens for examining these students’ perceptions. Qualitative data were collected using in-depth interviews with 12 students and their written and graphical reflections of their experiences in the MIP. The results confirm that the students’ perceptions of their learning and teaching of mathematics had changed. Furthermore the study provides evidence that strategically planned interventions to deal with historically imbalances can and do work. The study concludes that the MIP had a positive effect on the students with regard to improving their attitudes and level of confidence in learning and teaching mathematics.
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    At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics
    (AOSIS, 2015) Moodley, Trevor; Adendorff, Stanley A.; Pather, Subethra
    This study explored foundation phase first year student teachers’ perceptions about mathematics. The focus on their attitudes towards mathematics in two roles – (1) as learners of mathematics, based on their prior experiences at school and (2) as aspirant teachers of mathematics for children in the early grades. Data sources were students’ drawings/collages as well as written interpretations and elaborations of the drawings/collages. The findings indicated that participants had generally negative attitudes towards the learning of mathematics. Factors such as the transition from primary to high school, teacher qualities and mathematics-related anxiety contributed to the shaping of their attitudes. It was encouraging to note that over half the participants expressed positive attitudes in their roles as future teachers, with all expressing the desire to provide better mathematics experiences to their future learners.
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    An evidence-based approach to learning and teaching during the 2020 COVID-19 pandemic
    (José Frantz, 2021) Pather, Subethra; Brown, Vanessa; Lawack, Vivienne
    On 5 March 2020, South Africa’s Health Minister confirmed that the first case of Covid-19 had been detected in the country and on 15 March the President announced a national state of disaster, followed by various measures including the closure of schools on 18 March. On 17 March 2020, the Minister of Higher Education announced that universities would close until 15 April 2020 for early recess. At this time the Minister also instructed higher education institutions to begin preparations for online teaching and learning that “may need to be put in place to support the academic programme at a later stage”. Following his announcement, most universities announced their intention to switch to Emergency Remote Teaching and Learning (ERTL) on 16 April 2020
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    First year students’ experience of access and engagement at a University of Technology
    (Bioinfo Publications, 2017) Pather, Subethra; Norodien-Fataar, Najwa; Xena, Cupido; Nosisana, Mkonto
    Universities in South Africa have opened access to a diverse population of students, which has resulted in an increased participation of first-generation, low-income and mature students. Concomitant to the widening access, issues relating to retention and success continue to remain a challenge. Student engagement persists as a key concern at universities both locally and globally. This study draws on the theoretical observations of Tinto (1975, 1993), and Leach and Zepke (2011) to explore First Year (FY) students’ pre-university nonacademic factors and its influence on student engagement experiences with institutional support initiatives. Data was collected from a quantitative questionnaire completed by 195 participants and from a follow up of qualitative data gathered from focus group discussions and semi-structured interviews. The findings from this study reveal that students’ preuniversity non-academic factors play a significant role in the way students engage with institutional support initiatives. One such factor include students’ motivation and resilience to succeed and the key role it plays in enhancing their engagement with peers and lecturers at the university.
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    The mismatch between first-year students’ expectations and experience alongside university access and success: A South African university case study
    (African Sun Media, 2018) Pather, Subethra; Dorasamy, Nirmala
    The widening of access into higher education institutions in South Africa has rapidly transformed the student population to become more diverse. Students vary in age, race, culture, backgrounds, educational experiences, academic potential and university expectations. Widening university access with the commensurate need for success requires intervention mechanisms to ensure university management addresses student challenges, especially at first-year undergraduate level. Access and success cannot be achieved without understanding students’ university expectations and experiences, as these are critical factors that are integrated with retention and success. This paper examines the gap between students’ expectation and experience and argues that the intensity of such a gap can negatively impact the goal of achieving access and success amongst students from diverse backgrounds. The study utilised a pre- and post-survey to collect quantitative data from 95 first-year teacher education students at a university of technology in South Africa. The results indicate that there is a significant gap between students’ expectations and their actual university experience with regard to the following indicators: social engagement, academic engagement and seeking academic support. It is posited that such a mismatch between students’ university expectations and experience can result in students feeling disconnected to the institution, which could lead to academic failure and high drop-out rates. This study recommends that an intentionally planned first-year experience programme is required to entrench a more inclusive and sustainable first-year experience for ‘all students’ which could close the gap between students’ expectation and experience and access and success.
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    Partnership for first-year students in innovative programme
    (José Frantz, 2020) Pather, Subethra
    Over the past few years, much emphasis at higher education institutions in South Africa has been placed on constructing higher education in a more collaborative manner. The #RhodesMustFall movement followed by #FeesMustFall protests in 2015-16 signalled that transformation at higher education institutions was moving at a very slow pace, and students’ voices and engagement were absent. The Fallist movement called for the opening up of the higher education space to involve a more inclusive society. This meant that it was time for universities to redefine the students’ relationship with the institution. The shift was from viewing our students as clients to viewing our students as partners in learning, teaching and student success. According to Paul Ramsden (2008), the success of higher education institutions is dependent on meticulous, deliberate and strategic participation of students in partnership with academics to improve teaching and learning and in this way also promote a sense of ownership.
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    Teacher and learner experiences of violence in a cape flats school, Western Cape
    (University of the Western Cape, 2020) Sitoyi, Zandisile Mawethu; Chetty, Rajendra; Pather, Subethra
    This study aimed to ascertain in what ways violence and crime influence the teaching and learning programme in schools in a disadvantaged community. The context is a primary school in an informal settlement in Samora Machel, Philippi, in the Cape Flats, where violence is endemic. The study shows that violence does not occur in school playgrounds and areas around the school only; classrooms are becoming common sites for violence. This study sought to establish teacher and learner experiences of violence at school, and the role of school management and parents in dealing with it, with a specific focus on school policies on discipline and how violence affects teaching and learning. The investigation also included learner behaviour during recess.
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    What social innovation and development can do for a university
    (José Frantz, 2020) Pather, Subethra
    Invention and innovation are two different concepts. In thecase of an invention, an investment of resources financial or otherwise is made, with the outcome being new knowledge. Innovation, on the other hand, is the outcome of utilising the new knowledge that is the outcome of the invention process to address a market or societal need and thereby results in value creation, which may be monetary or other. As articulated in the Organisation for Economic Co-operation and Development (OECD) Report 2010, “Innovation is about creating value from knowledge ... Knowledge is the key input to innovation.”