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Teachers’ experiences in implementing habits of mind which promote mathematics learners’ relational understanding, while operating within a community of practice
Author(s)
Abrahams, Byron
Date Issued
2016
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Current insights into the South African education crisis suggest that emphasis needs to be
placed on developing teachers’ mathematical knowledge for teaching (MKfT) through
ongoing professional development. Aiming to provide insight into teacher professional
development, this research describes an initiative undertaken by a group of Mathematics
teachers who formed a Community of Practice at their school. Through the implementation of
Habits of Mind that promotes Relational Understanding, these teachers attempt to improve
the teaching and learning of Mathematics at their school, and further their professional
development. A qualitative phenomenological design of inquiry was conducted to describe
the teachers’ experiences when implementing Habits of Mind in their teaching. Group
interviews, individual interviews and documentary sources were used to gain a rich
description of the lived experiences of these teachers during the research period. To analyse
the data a combination of Giorgi’s phenomenological model and the interconnected model of
professional growth was used. Results indicate three insights into teacher professional
development: (1) Communities of Practice promote the sharing and development of MKfT
though the mechanism of collaboration; (2) Teachers are challenged when implementing
intervention strategies as firstly their learners are challenged in their literacy ability which
limits their articulation in Mathematics lessons, and secondly they are faced with time
constraints imposed by workload demands; (3) The attempt to implement intervention
strategies within a Community of Practice, despite being challenging, encourages reflective
practice which informs individuals’ professional practice and supports ongoing professional
development.
placed on developing teachers’ mathematical knowledge for teaching (MKfT) through
ongoing professional development. Aiming to provide insight into teacher professional
development, this research describes an initiative undertaken by a group of Mathematics
teachers who formed a Community of Practice at their school. Through the implementation of
Habits of Mind that promotes Relational Understanding, these teachers attempt to improve
the teaching and learning of Mathematics at their school, and further their professional
development. A qualitative phenomenological design of inquiry was conducted to describe
the teachers’ experiences when implementing Habits of Mind in their teaching. Group
interviews, individual interviews and documentary sources were used to gain a rich
description of the lived experiences of these teachers during the research period. To analyse
the data a combination of Giorgi’s phenomenological model and the interconnected model of
professional growth was used. Results indicate three insights into teacher professional
development: (1) Communities of Practice promote the sharing and development of MKfT
though the mechanism of collaboration; (2) Teachers are challenged when implementing
intervention strategies as firstly their learners are challenged in their literacy ability which
limits their articulation in Mathematics lessons, and secondly they are faced with time
constraints imposed by workload demands; (3) The attempt to implement intervention
strategies within a Community of Practice, despite being challenging, encourages reflective
practice which informs individuals’ professional practice and supports ongoing professional
development.
Additional information
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
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206086784-Abrahams-Byron-M.Ed-Education-Edu-2017.pdf
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Thesis
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