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Table of Contents
Intro
Foreword
Contents
About the Editor
About the Authors
Part I: Commentary
Chapter 1: Manipulatives as Mediums for Visualisation Processes in the Teaching of Mathematics
Introduction
Backdrop
Visualisation Processes in the Teaching of Mathematics
Manipulatives
The Interplay between Manipulatives and Visualisation
Physical Manipulatives
Virtual Manipulatives
Case Study: The Geoboard
Introduction
The Geoboard
The Intervention Programme
Analysis of the Lessons
Findings and Discussion
Mr. Jones' Lessons
Ms. Ruth's Lessons
Ms. Smith's Lessons
Interviews
Conclusion
References
Chapter 2: The Role of Number Sense on the Performance of Grade Learners 12 in Mathematics: A Case of Oshana Education Region, Namibia
Introduction
Theoretical Framework and Literature Review
Methodology
Findings of the Study
Level of Number Sense of Learners
The Influence of Number Sense on Academic Performance in Mathematics
Conclusions and Recommendations
References
Chapter 3: Using a Community of Practice Strategy to Strengthen Teaching and Learning of Mathematics in Rural Areas
Introduction
Literature Review
Rurality
Isolation
Limited Opportunities
Theoretical Framework
Data Sources and Methodology
Results and Discussions
Theme 1: Benefits of Peer Interaction in the CoP
Theme 2: Fostered Reciprocal Learning through the Creation of a Conducive Environment
Theme 3: Improving Skills through Collaborative Workplace Learning
Conclusions
Practical Implications
Further Research
Teachers' Interview Schedule
References
Chapter 4: Using Discourse-Based Mathematics Instruction in Secondary School Classrooms in Ethiopia
Introduction
Theoretical Perspectives and Literature Review
Describing Mathematical Discourse
Mathematical Discourse from Participationist Perspective
Mathematical Discourse from a Sociocultural Perspective
Mathematical Discourse from a Cognitive Perspective
Mathematical Discourse from Socio-Constructivism
Contextualizing the Five Dimensions of the TRU Math Framework
Framing the Design of the Framework for DBMI
Discussion of the Components of the Framework for DBMI
Planning for Instruction
Designing Tasks for Classroom Discourse
Doing Mathematics
Discussing: Engaging in the Classroom Discourse
Reflecting on Classroom Instruction
Discourse-Based Mathematics Lesson Design and Implementation
Conclusion
References
Chapter 5: Ethnomathematics as a Fundamental Teaching Approach
Introduction
What Is "Ethnomathematics"?
Exploring Mathematics Instruction in an African Context
Infusing Ethnomathematics into the Curriculum
South African Localized Children's Games
Possible Tensions in Connecting Mathematics and Everyday Knowledge
The Backgrounding of Mathematics
Foreword
Contents
About the Editor
About the Authors
Part I: Commentary
Chapter 1: Manipulatives as Mediums for Visualisation Processes in the Teaching of Mathematics
Introduction
Backdrop
Visualisation Processes in the Teaching of Mathematics
Manipulatives
The Interplay between Manipulatives and Visualisation
Physical Manipulatives
Virtual Manipulatives
Case Study: The Geoboard
Introduction
The Geoboard
The Intervention Programme
Analysis of the Lessons
Findings and Discussion
Mr. Jones' Lessons
Ms. Ruth's Lessons
Ms. Smith's Lessons
Interviews
Conclusion
References
Chapter 2: The Role of Number Sense on the Performance of Grade Learners 12 in Mathematics: A Case of Oshana Education Region, Namibia
Introduction
Theoretical Framework and Literature Review
Methodology
Findings of the Study
Level of Number Sense of Learners
The Influence of Number Sense on Academic Performance in Mathematics
Conclusions and Recommendations
References
Chapter 3: Using a Community of Practice Strategy to Strengthen Teaching and Learning of Mathematics in Rural Areas
Introduction
Literature Review
Rurality
Isolation
Limited Opportunities
Theoretical Framework
Data Sources and Methodology
Results and Discussions
Theme 1: Benefits of Peer Interaction in the CoP
Theme 2: Fostered Reciprocal Learning through the Creation of a Conducive Environment
Theme 3: Improving Skills through Collaborative Workplace Learning
Conclusions
Practical Implications
Further Research
Teachers' Interview Schedule
References
Chapter 4: Using Discourse-Based Mathematics Instruction in Secondary School Classrooms in Ethiopia
Introduction
Theoretical Perspectives and Literature Review
Describing Mathematical Discourse
Mathematical Discourse from Participationist Perspective
Mathematical Discourse from a Sociocultural Perspective
Mathematical Discourse from a Cognitive Perspective
Mathematical Discourse from Socio-Constructivism
Contextualizing the Five Dimensions of the TRU Math Framework
Framing the Design of the Framework for DBMI
Discussion of the Components of the Framework for DBMI
Planning for Instruction
Designing Tasks for Classroom Discourse
Doing Mathematics
Discussing: Engaging in the Classroom Discourse
Reflecting on Classroom Instruction
Discourse-Based Mathematics Lesson Design and Implementation
Conclusion
References
Chapter 5: Ethnomathematics as a Fundamental Teaching Approach
Introduction
What Is "Ethnomathematics"?
Exploring Mathematics Instruction in an African Context
Infusing Ethnomathematics into the Curriculum
South African Localized Children's Games
Possible Tensions in Connecting Mathematics and Everyday Knowledge
The Backgrounding of Mathematics