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All Journal Jambura Geo Education Journal JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Hebe, Headman
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The agency of mathematics clubs as panacea for efficacious pedagogical praxis: A grade 3 case study Hebe, Headman; Hebe, Gasenakeletso
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 1 January 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i1.6398

Abstract

Mathematics is, universally, considered the heartbeat of the Science, Technology, Engineering and Mathematical (STEM) education. Accordingly, the learners must be equipped with strong mathematical proficiency very early in life. This behoves mathematics practitioners to use various impactful pedagogical strategies. The bigger action research from which this paper derives investigated, through the use of qualitative and quantitative approaches, the potential of mathematics clubs as a strategy to improve learner performance in early childhood education (ECE).  Since there is already a published report on the bigger study, this paper focuses only on teasing out the factors that enabled the success of the maths clubs which participated in this study. The current study is essential because the literature reviewed underscores a paucity of research that focuses on factors enabling the efficacy of maths clubs. This  qualitative study relied on interviews with participant-teachers and observations by the field researcher. Vygotsky’s sociocultural framework and the Appreciative Inquiry model underpinned and guided the study. The findings of this study indicate the following as efficacy-enablers in maths clubs:  play-based pedagogy, code-switching, the use of real-life scenarios in pedagogy, learner independence in problem-solving, participant collaboration and small classroom sizes. The study advocates for more research on factors enabling effectiveness in maths clubs and challenges policy decision-makers to transform everyday classroom settings to model mathematics clubs scenarios.
Exploring Untapped GIS Application Possibilities for the Integration of Environment-Inclined Pedagogy in Geography Education: A South African Case Study Mudau, Ndivhuwo Precious; Hebe, Headman
JAMBURA GEO EDUCATION JOURNAL Volume 6, Issue 2 (2025): Jambura Geo Education Journal (JGEJ)
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jgej.v6i2.32475

Abstract

The ubiquity of perennially evolving environmental challenges threatening the sustainability of the biophysical environment, the lifeblood of Planet Earth, require ceaseless innovative approaches to offset their calamitously impact. Over the years, environmental education (EE) has been useful in empowering learners, globally, with strategies to effectively address environmental issues. Geography is one of the school subjects that accommodate the infusion of EE in pedagogy. Significantly, the Geographical Information Systems (GIS) is one of the tools that can be used meaningfully to enable environment-inclined pedagogy in geography education. This interpretivist-qualitative study evaluates the application of GIS in the teaching of Grades 10 to 12 geography curriculum in South Africa and its potential for supporting the integration of EE in the subject. The content analysis of the Curriculum and Assessment Policy Statement (CAPS) that guides pedagogy in Grades 10 to 12 and Grade 12 November 2024 geography examination papers was used as the only research strategy while the inductive and deductive modes of reasoning aided the process of document content analysis. The findings of the study suggest that CAPS contains various themes that can be used to infuse EE using GIS in geography education. However, despite its usefulness and potential enabler of environment-inclined pedagogy in geography pedagogy, GIS is not meaningfully accommodated in geography education. The study recommends an expansion of the GIS content in the Grade 10 to 12 geography curriculum, provision of guidance to teachers on how to infuse EE using GIS and scaling up of GIS tools South African schools.
Co-Authors Hebe, Gasenakeletso Mudau, Ndivhuwo Precious