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Social Time as a Pedagogical Toll for Meaningful Mathematics Teaching and Deeper Learning

Artigo2023

Mzamani Jully Mdaka; Maropeng Modiba; Mdutshekelwa Ndlovu

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Resumo

The study reported in this paper was conducted to examine four South African grades 7 teachers' understanding of the importance of instructional time as a teaching resource to develop learners' relational understanding in mathematics. A constructivist philosophical approach, document analysis, lesson observations and interviews were used to collect data. The findings indicate that the four teachers faced, to varying degrees, challenges in using instructional time as expected. Two did not help learners understand the relationship between the concepts taught and the examples selected to scaffold learning. They prioritised drawing learners' attention to correct responses to questions posed. Only two teachers used strategies that encouraged the learners to share experience, collectively reflect on individual taken-for granted conceptions, probe and identify how they could be used to explain mathematical concepts. The conclusion is that the teachers' lack of understanding the pedagogical significance of instructional time as social time highlighted inadequate curriculum and subject content expertise and supported the general concern about the quality of mathematics teaching within the country.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teaching Research Journal
Ano
2023
Idioma
en
Palavras-chave
Foreign Countries; Grade 7; Mathematics Teachers; Mathematics Instruction; Time Factors (Learning); Barriers; Time Management; Scaffolding (Teaching Technique); Social Influences; Learning Activities; Expertise; Teacher Effectiveness; Teaching Styles
Temas
Currículo
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MDAKA, Mzamani Jully; MODIBA, Maropeng; NDLOVU, Mdutshekelwa. Social Time as a Pedagogical Toll for Meaningful Mathematics Teaching and Deeper Learning. Mathematics Teaching Research Journal, 2023. Disponível em: https://eric.ed.gov/?id=EJ1394820. Acesso em: 5 nov. 2026.

APA

Mdaka, M. J., Modiba, M., & Ndlovu, M. (2023). Social Time as a Pedagogical Toll for Meaningful Mathematics Teaching and Deeper Learning. Mathematics Teaching Research Journal. https://eric.ed.gov/?id=EJ1394820

BibTeX
@article{mdaka2023,
  author = {Mdaka, Mzamani Jully and Modiba, Maropeng and Ndlovu, Mdutshekelwa},
  title = {Social Time as a Pedagogical Toll for Meaningful Mathematics Teaching and Deeper Learning},
  year = {2023},
  journal = {Mathematics Teaching Research Journal},
  url = {https://eric.ed.gov/?id=EJ1394820},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mdaka, Mzamani Jully
AU  - Modiba, Maropeng
AU  - Ndlovu, Mdutshekelwa
TI  - Social Time as a Pedagogical Toll for Meaningful Mathematics Teaching and Deeper Learning
PY  - 2023
JO  - Mathematics Teaching Research Journal
UR  - https://eric.ed.gov/?id=EJ1394820
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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