Abstract:
The advent of a new mathematics curriculum in South Africa requires a sound Pedagogical Content Knowledge (PCK) for both novice and experienced educators. Central to this is the challenge of identifying and exploring “rich and appropriate” contexts that may serve as “scaffolds” in the understanding and internalization of school level mathematics concepts. This exploratory, inductive study focused on a real-life irrigation technology in the farming sector with a view to “exploring” the general school level mathematics concepts that might be “grounded” in the machine’s mobility and water spread mechanisms. Data was generated through two stages of theoretical and practical approaches. This was in accordance with Alasuutari’s (1993) phases of simplification of observations and “solving the enigma” during an exploratory research project. In the theoretical approach, the operations of a linear move irrigation machine and a circular move center pivot irrigation system were mimicked through sketches which were explored for the general school level mathematics concepts embedded therein. The practical approach centrally focused on hands-on activities that aimed at verifying the theoretical mathematics models that were perceived to explain how the CPIS moves and spread water across the entire irrigation field. An intense observation of the actual Centre Pivot Irrigation System (CPIS) at the research site formed the spine of the latter data collection stage. Finally a document analysis, which focused on mathematics documents such as the National Curriculum Statement and Curriculum and Assessment Policy Statement documents for grades R-12, was done to ascertain the school level at which the grounded general mathematics concepts are applicable. The findings of this study indicated that certain mathematics concepts might be “constructed” and consolidated in the CPIS context or setting.
