Exploring the effect of implementing intentional teaching strategy on grade 9 learners’ perceptions of teaching of mathematics
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Date
2020
Authors
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Publisher
University of the Western Cape
Abstract
In this study I explored grade 9 learners’ perceptions after the implementation of “intentional teaching”. The research question is: “What are the perceptions of grade 9 learners of the teaching they experience in mathematics?” Conceptually the study is situated in “learners’ perceptions” of teaching with “intentional teaching” as the context. The design used was a survey where learners had to complete a questionnaire, adapted from the Students Evaluating Accomplished Teaching-Mathematics (SEAT-M) instrument. Learners from two grade 9 classes, taught by me, participated. Rasch analysis was used to analyse the data.
It was found that learners ranked “the teacher’s ability to encourage them to place a high value on mathematics” the highest. “The teacher’s ability to challenge learners to think through and solve problems, either by themselves or together as a group” was ranked the lowest. It is recommended that all role-players and teachers develop skills of authentic pedagogical dialogue to promote dynamic learning in mathematics classrooms.
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Description
Magister Educationis - MEd
Keywords
Learners’ perceptions, Intentional, Teaching, Feedback, Rasch analysis