Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Studies in Learning and Teaching Profesi Pendidikan Dasar
Mapotse, Tomé Awshar
Unknown Affiliation
Education Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploring Pre-Service Teachers' Understanding of Join and Separate Word Problems in the Foundation Phase (Grades 1-3). Cheva, Gift; Mapotse, Tomé Awshar
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.7084

Abstract

This study explores pre-service teachers’ understanding of different types of join and separate word problems, focusing on their ability to construct word problems from given number sentences. It is a descriptive qualitative study. The participants were second-year pre-service foundation phase teachers taking mathematics learning courses at a public university. Data were collected through number sentence tasks and analysed using a qualitative content analysis procedure. The findings of this study revealed that pre-service teachers demonstrated challenges in correctly formulating word problems from change-unknown and start-unknown scenarios. The findings further reveal that pre-service teachers conflate additive and subtractive reasoning. The findings suggest that pre-service teachers rely on rote memory rather than a deeper understanding of mathematical relations. In addition, the study revealed common misconceptions, particularly in framing “change-unknown” and “result-unknown” problems, where pre-service teachers struggled to model real-life contexts accurately. Findings suggest the need for teacher education programs to focus more explicitly on developing a deep understanding of word problem structure. Initial teacher education programs should include word problem formulation and problem-solving tasks in all five mathematics learning areas, thereby underlining the importance of this research
Synergy of Research Paradigms and Critical Theory in an Action Research Study Matsekoleng, Tsebo Kgoto; Mapotse, Tomé Awshar
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.682

Abstract

The study explores the synergy of research paradigms comprising the living education paradigm, action learning paradigm, action science paradigm, and cooperative paradigm with critical theory in an action research study. This is supported by the explanation in Figure 4. Action research changes situations that people encounter in their everyday activities. Purposive sampling was used to select Grade 8 Technology Education (TE) teachers. Thirteen TE teachers from seven public schools participated in the study through the emancipation action research approach. Data were generated through observations and interviews. In collaboration, TE teachers were engaged in Progressive Environmental Action Research (PEAR) activities. The study found that TE teachers experience challenges in schools, including the integration of environmental matters into their subject. The implementation of PEAR activities addressed teachers’ challenges in their schools and shared insights on the synergy of research paradigms and critical theory. There is a synergy between research paradigms and critical theory, where identified problems are turned into workable solutions. Applying the research paradigms and the critical theory in TE has implications for teaching and learning in schools. The study’s findings are useful for TE teachers and other stakeholders when planning activities that promote collaborative learning, as advocated by research paradigms and critical theory.
Co-Authors Cheva, Gift Matsekoleng, Tsebo Kgoto