Show simple item record Maoto, Satsope Masha, Kwena Mokwana, Lekwa 2020-06-22T14:46:39Z 2020-06-22T14:46:39Z 2018
dc.identifier.issn 2223-7895
dc.identifier.issn 1012-2346
dc.description Article published in the Pythagoras - Journal of the Association for Mathematics Education of South Africa.; 39(1), a373 en_US
dc.description.abstract This article focuses mainly on two key mathematical processes (representation, and reasoning and proof). Firstly, we observed how teachers learn these processes and subsequently identify what and how to assess learners on the same processes. Secondly, we reviewed one teacher’s attempt to facilitate the learning of the processes in his classroom. Two interrelated questions were pursued: ‘what are the teachers’ challenges in learning mathematical processes?’ and ‘in what ways are teachers’ approaches to learning mathematical processes influencing how they assess their learners on the same processes?’ A case study was undertaken involving 10 high school mathematics teachers who enrolled for an assessment module towards a Bachelor in Education Honours degree in mathematics education. We present an interpretive analysis of two sets of data. The first set consisted of the teachers’ written responses to a pattern searching activity. The second set consisted of a mathematical discourse on matchstick patterns in a Grade 9 class. The overall finding was that teachers rush through forms of representation and focus more on manipulation of numerical representations with a view to deriving symbolic representation. Subsequently, this unidirectional approach limits the scope of assessment of mathematical processes. Interventions with regard to the enhancement of these complex processes should involve teachers’ actual engagements in and reflections on similar learning. en_US
dc.format.extent 10 pages en_US
dc.language.iso en en_US
dc.publisher Pythagoras - Journal of the Association for Mathematics Education of South Africa en_US
dc.relation.requires pdf en_US
dc.subject.lcsh Mathematics-Study and teaching--Africa,Sub-Saharan en_US
dc.title Teachers’ learning and assessing of mathematical processes with emphasis on representations, reasoning and proof en_US
dc.type Article en_US

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