South African teachers work with division actions in Grade 3
Résumé
Background: Internationally, the teaching of division has noted that the use of sharing situations with sharing actions (one-by-one distribution) is the predominant division model at the beginning of schooling. In South Africa, research suggests a sharing situation with sharing actions is also preferred in the early grades. Aim: This paper aims to look at the predominant approaches to the use of division actions that teachers offer in teaching division tasks. Setting: The study is set in three government schools in Gauteng, South Africa. Methods: In this qualitative study, the teachers were observed through video recording, and then the video recording was transcribed, and semiotics was used to make sense of their teaching. Results: The findings of this article suggest that grouping actions and group-based approaches to teaching division tasks are more prevalent than sharing through one-by-one distribution actions, even when sharing situations are used. Conclusion: This study concludes that grouping actions and group-based approaches are part of how teachers solve sharing situations. Contribution: This study concludes that in a South African context, identifying the grouping actions and group-based approaches linked to sharing situations is a more efficient way of solving sharing situations and will assist teachers in explaining division tasks more coherently.
Citer ce document
Accès au document
Texte intégral en lecture en ligne, réservé aux abonnés SPHAERO et aux membres de l'institution. Se connecter
Voir l'article sur le site de la revueAuteur(s)
Statistiques
Consultations : 1
Téléchargements : 0