Title page for ETD etd-05012010-162505


Document Type Doctoral Thesis
Author Barnes, Hannah Elizabeth
Email hailsbarnes@gmail.com
URN etd-05012010-162505
Document Title Pre-service teachersí mathematics profiles and the influence thereof on their instructional behaviour
Degree PhD
Department Science, Mathematics and Technology Education
Supervisor
Advisor Name Title
Prof V Pillay Co-Supervisor
Prof S Howie Supervisor
Keywords
  • social constructivism
  • pre-service
  • teaching
  • mathematics
  • learning
  • secondary
  • instructional behaviour
  • profiles
Date 2010-04-28
Availability unrestricted
Abstract
This study examined the influence of the mathematics profiles of secondary school pre-service mathematics teachers on their instructional behaviour. The mathematics profile construct was determined with respect to four components, namely, subject matter knowledge, pedagogical content knowledge, conceptions of mathematics and beliefs about the teaching and learning of mathematics. The instructional behaviour construct was studied with regard to participantsí use of a traditional versus reform approach to teaching, and whether learners were afforded an authoritarian versus democratic style of learning. Social constructivism formed the epistemological underpinning. The context for the study was a Post Graduate Certificate in Education (PGCE) course at a university in South Africa. The study adopted a qualitative post-hoc research approach of seven case studies. The final portfolios submitted by participants as part of their PGCE course were used as the main source of data. Through participant and researcher reflections, a visual representation of each participantís mathematics profile and instructional behaviour was constructed. These were then compared in within-case and cross-case comparisons. Findings indicated that the mathematics profiles of pre-service mathematics teachers have an influence on either enabling or constraining the development of their instructional behaviour. An improvement in the pedagogical content knowledge of mathematics teachers without positive changes in their conceptions and beliefs and the quality of their reflections and subject matter knowledge does not result in reformed instructional behaviour. The mathematics profile as a package needs to be developed in order for pre-service mathematics teachers to make the required changes in their instructional behaviour towards a more reform-orientated approach to teaching and learning of mathematics.

© 2009 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.

Please cite as follows:

Barnes, HE 2009, Pre-service teachersí mathematics profiles and the influence thereof on their instructional behaviour, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-05012010-162505/ >

D10/161/ag

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