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In this paper we discuss findings of a study that investigated the resources and language that teachers in Malawi use to teach the concept of zero. In Malawi primary schools, textual resources available to teachers are mainly the curriculum materials in the form of syllabus, teacher guides and learner textbooks. The syllabus and teacher guides are in English while the learner textbooks are in Chichewa as teaching is in Chichewa or other local language in the first 4 years of primary school....
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This article analyses the context and status of mathematics education reform in Malawi. It describes four interrelated developments in the reform of secondary education in general, and mathematics education in particular, in Malawi. These developments are concerned with attempts to increase access to secondary education for a majority of Malawians and to provide a mathematical education that is relevant to the needs of the current society. Although these are promising developments in line...
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During the last decades, the study of how learners and teachers of mathematics use the resource of language has contributed to our understanding of mathematics teaching and learning in a variety of classrooms and cultures. Developmental work with mathematics teachers on the particular resource of mathematics teaching talk is more recent. In order to explore responses related to the importance of this talk, in this paper we consider three sites of practice in mathematics education—research,...
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Purpose The aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning. Design/methodology/approach This study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS model. The units being analyzed are teachers' written reflections and lesson plans. The analytical approach is qualitative content...
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In this chapter we discuss professional growth of mathematics teacher educators through collaboration that was triggered by a professional development (PD) programme. Mathematics teacher educators at all eight public primary teacher training colleges in Malawi participated in the PD which ran from May 2016 to November 2018. In May and November two to three teacher colleges came together for a workshop, and in between, they conducted lesson studies at their colleges with guidance from the...
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In contexts of adversity, there is a need to educate pre-service teachers with specialized content knowledge so they can carry out the work of teaching effectively. This article draws upon a study with three pre-service teachers in Malawi that examines the understanding they develop of the knowledge needed to carry out mathematics teaching tasks, in particular, the knowledge needed sequence instructional tasks sequence and use mathematical representations in classrooms. The research was...
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The purpose of this study was to investigate errors of first year undergraduate students when solving inequalities. Data were generated through a test and follow-up interviews. The inequalities include linear, quadratic, rational and absolute value inequalities. Findings reveal errors in expressing compound inequalities, errors in representing solutions as intervals, generalising equality to inequality, including a zero of denominator in the solution set of rational inequalities,...
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Globally, progress in education has been made in recent years to promote learning opportunities for all. However, significant gaps remain in lowincome countries. In Malawi, a developing country where the educational system is under development, primary education is a major concern. Several initiatives have been made to bridge this gap through improving the quality of teacher education, but research has shown that there is still a need to further understand the learning process of preservice...
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This qualitative case study investigated four preservice secondary school teachers’ mathematical knowledge for teaching equations and the influence their mathematical knowledge for teaching had on their teaching practices. Data were generated using two open ended paper and pencil tests, semi-structured interviews, video lesson recordings, and lesson plans. I analysed the data using thematic analysis. The findings show diversity in the preservice teachers’ Mathematical Knowledge for Teaching....
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This study investigated a preservice secondary school teacher’s practice of orchestrating classroom discussion when teaching linear equations. Data were generated using video lesson recordings of nine lessons and were analysed using thematic analysis. Themes were developed a-priori from the theoretical framework and a-posteriori from the data. Findings show that the preservice teacher’s capacity to orchestrate classroom discussion was influenced by his mathematical knowledge for teaching. In...
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