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All Journal Jurnal Infinity International Journal of Pedagogy and Teacher Education Jurnal Infinity
Babawande Emmanuel Olawale
University of Fort Hare
Education Mathematics Social Sciences

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Democratic Citizenship in Mathematics Teacher Preparation in South African Universities: Contradictions in Theory and Practice Babawande Emmanuel Olawale
International Journal of Pedagogy and Teacher Education Vol 6, No 2 (2022): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v6i2.61574

Abstract

For individuals to become democratic citizens, they need to be exposed to at least three interrelated elements: collective identity, the privileges of membership, and social rights and benefits. This study investigates how South African universities prepare mathematics teachers for democratic citizenship. Data were generated from six mathematics teacher educators and 75 second- to fourth-year student teachers majoring in mathematics education who were undergoing teacher training at three different universities. Data were gathered through interviews, observations, and document reviews. Thematic analysis was employed to analyse the data. The study findings reveal contradictions with respect to theory and practice within the mathematics education programmes at South African universities. While the programmes contribute to the formation of active citizenry through the development of democratic skills and values, together with the incorporation of social justice issues in mathematics classrooms, they also inhibit and disempower students, given that the offerings emphasize the importance of teaching and testing, as well as the acceptance or rejection of “right” answers. Based on the findings, it is recommended that educators democratise mathematics education classrooms and adopt a humanising pedagogical approach based on care, trust and respect.
MATHEMATICAL PROBABILITY: LEARNER'S MISCONCEPTION IN A SELECTED SOUTH AFRICAN SCHOOL Winston Hendricks; Babawande Emmanuel Olawale
Jurnal Infinity Vol 12 No 1 (2023): VOLUME 12, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i1.p165-178

Abstract

Mathematics plays an essential role in developing human thought, particularly in developing problem-solving and reasoning. While mathematics has become a problem-solving tool in various fields, including science, it has distinct qualities known as probability and, more specifically, probability theory. For most learners, the probability is difficult to learn and conceptualize. Hence, the present study investigates learners’ misconceptions in the teaching and learning of probability in a selected school in the Eastern Cape Province, South Africa. Underpinned by a Post-positivist paradigm, the study employed a quantitative research approach and a survey design in which data were gathered from mathematics learners from grades 10-12. Findings revealed that although the frequency of misconceptions varied across grade levels, it was difficult to describe how misconceptions about probability changed. As such, while learners progressed through the grades, some misconceptions faded with age, others remained stable, and others grew in power. The findings also revealed that the types of probability misconceptions did not differ significantly by gender, and male learners tend to have more misconceptions about probability than female learners.
MATHEMATICAL PROBABILITY: LEARNER'S MISCONCEPTION IN A SELECTED SOUTH AFRICAN SCHOOL Winston Hendricks; Babawande Emmanuel Olawale
Jurnal Infinity Vol 12 No 1 (2023): VOLUME 12, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i1.p165-178

Abstract

Mathematics plays an essential role in developing human thought, particularly in developing problem-solving and reasoning. While mathematics has become a problem-solving tool in various fields, including science, it has distinct qualities known as probability and, more specifically, probability theory. For most learners, the probability is difficult to learn and conceptualize. Hence, the present study investigates learners’ misconceptions in the teaching and learning of probability in a selected school in the Eastern Cape Province, South Africa. Underpinned by a Post-positivist paradigm, the study employed a quantitative research approach and a survey design in which data were gathered from mathematics learners from grades 10-12. Findings revealed that although the frequency of misconceptions varied across grade levels, it was difficult to describe how misconceptions about probability changed. As such, while learners progressed through the grades, some misconceptions faded with age, others remained stable, and others grew in power. The findings also revealed that the types of probability misconceptions did not differ significantly by gender, and male learners tend to have more misconceptions about probability than female learners.
Co-Authors Winston Hendricks