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Grade 3 teachers’ understanding of the implemented mathematics curriculum content

Author

Listed:
  • Charlotte Myriam Moshala Galane

    (Discipline of Curriculum Studies, School of Education, University of KwaZulu-Natal, Durban, South Africa.)

  • Simon Bhekumuzi Khoza

    (Discipline of Curriculum Studies, School of Education, University of KwaZulu-Natal, Durban, South Africa.)

Abstract

This pragmatic action research explores Grade 3 teachers’ understanding of the implemented mathematics curriculum content. Exploring teachers’ understanding of the mathematics curriculum content is required because understanding of content determines how teachers teach, the resources they use, and how teachers assess. It should be noted that, over time, curriculum reforms take place; and these reforms impact not only on teachers’ knowledge, expertise, or motivation, but also on their understanding. Understanding, as synthesised by the researcher, is a planned, prescribed system of presenting one’s thoughts and expertise regarding a particular subject; in this case, mathematics. In exploring this phenomenon, six Grade 3 teachers from Nkangala District in Mpumalanga were purposefully sampled to be part of this study. Data was generated through two phases of reflective activities, observations, interviews, and a focus-group discussion. To answer the two research questions of this study, the generated data was analysed guided by the natural identity framework themes. Findings revealed that teachers’ understanding of the implemented mathematics curriculum content is mostly informed by a combination of their need to comply with the prescripts of policy and higher authority, common understanding to appease their societal needs, and individual understanding based on their experiences and beliefs. The study drew the conclusion that, for teachers to embrace the three propositions of understanding and identities, teachers’ natural understanding identity should be promoted. This identity is underpinned by reflective practice and adaptation to what works in their day-to-day practice as teachers. Key Words:Understanding; roles, content, assessment, NIF; reflections; critique

Suggested Citation

  • Charlotte Myriam Moshala Galane & Simon Bhekumuzi Khoza, 2023. "Grade 3 teachers’ understanding of the implemented mathematics curriculum content," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 12(7), pages 469-481, October.
    • Handle: RePEc:rbs:ijbrss:v:12:y:2023:i:7:p:469-481
    DOI: 10.20525/ijrbs.v12i7.2807
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    References listed on IDEAS

    as
    1. Charles Kivunja & Ahmed Bawa Kuyini, 2017. "Understanding and Applying Research Paradigms in Educational Contexts," International Journal of Higher Education, Sciedu Press, vol. 6(5), pages 1-26, October.
    2. Vibha Kaushik & Christine A. Walsh, 2019. "Pragmatism as a Research Paradigm and Its Implications for Social Work Research," Social Sciences, MDPI, vol. 8(9), pages 1-17, September.
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