Konferenzbeitrag

Connections between Mathematics and Arts & Culture: An exploratory Study with Teachers in a South African school

This paper presents results of a two year study, at Master’s level, which was undertaken to investigate how two Grade 9 Arts and Culture teachers incorporated mathematics in their Arts and Culture lessons in their classrooms in South Africa. Data from concept mapping activities and subsequent interviews with both teachers were collected and analysed using typological methods of analysis. Data collected from the study revealed that teachers still continue to grapple with the notion of integration. Lack of proper training and insufficient teacher knowledge seem to be the challenging factors for teachers to navigate successfully through the notion of integrated teaching and learning. Drawing from the theory of situated learning, this paper argues that although integration between mathematics and Arts and Culture is desirable in teaching and learning, it is problematic in practice. The analysis from this study raises important pedagogical issues about the link between ‘integrated teaching’ and ‘teacher training-and-content knowledge’.

Erschienen in
Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 139 - 142
Verwandtes Objekt und Literatur
urn:nbn:de:bsz:14-qucosa-79236
qucosa:1658

Thema
Mathematik

Ereignis
Geistige Schöpfung
(wer)
Dhlamini, Joseph
Ereignis
Herstellung
(wer)
HTW Dresden

URN
urn:nbn:de:bsz:14-qucosa-79645
Letzte Aktualisierung
14.03.2025, 08:15 MEZ

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Objekttyp

  • Konferenzbeitrag

Beteiligte

  • Dhlamini, Joseph
  • HTW Dresden

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