Teachers, learners and mathematics : an analysis of HSRC research reports on mathematics education 1970-1980

 

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dc.contributor.advisor Ensor, Paula en_ZA
dc.contributor.author Galant, Jaamiah en_ZA
dc.date.accessioned 2016-03-07T06:55:30Z
dc.date.available 2016-03-07T06:55:30Z
dc.date.issued 1997 en_ZA
dc.identifier.citation Galant, J. 1997. Teachers, learners and mathematics : an analysis of HSRC research reports on mathematics education 1970-1980. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/17548
dc.description Bibliography: pages 177-183. en_ZA
dc.description.abstract The dissertation is concerned with the production of a systematic analysis of HSRC research reports into mathematics education in South Africa between 1970 and 1980. Drawing on the theoretical language of Dowling (1995), the analysis focuses on the (re)production of voice and message in the reports. This entails an analysis of positioning strategies that il1ark out voices in the texts and distributing strategies that distribute message across voices. Voices include bureaucratic, academic, teacher and learner voices and knowledge and practices that constitute message distributed to voices relate to mathematical knowledge, pedagogic knowledge and curriculum innovation practices. Positioning and distributing textual strategies with respect to learner and teacher sub-voices are related to the (re)production of theories of instruction that constitute models of acquirers, transmitters and pedagogic contexts and define pedagogic competence in particular ways. The (re)production of theories of instruction in turn are related to the reproduction of social relations in the broader society. It is hoped that the analysis illustrates the generality of Dowling's language for analysing texts. The substantive focus of the study is the analysis of the reports and the language developed in the analysis is used to make some suggestive comments about current mathematics curriculum development in South Africa. It is hoped, in particular, that the focus in this study on discourses in mathematics education in South Africa in the 1970s will contribute to the documenting of the history of mathematics curriculum development in South Africa. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Mathematics Education en_ZA
dc.subject.other Mathematics - Study and teaching - South Africa - Research en_ZA
dc.title Teachers, learners and mathematics : an analysis of HSRC research reports on mathematics education 1970-1980 en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MEd en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Galant, J. (1997). <i>Teachers, learners and mathematics : an analysis of HSRC research reports on mathematics education 1970-1980</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17548 en_ZA
dc.identifier.chicagocitation Galant, Jaamiah. <i>"Teachers, learners and mathematics : an analysis of HSRC research reports on mathematics education 1970-1980."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1997. http://hdl.handle.net/11427/17548 en_ZA
dc.identifier.vancouvercitation Galant J. Teachers, learners and mathematics : an analysis of HSRC research reports on mathematics education 1970-1980. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1997 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17548 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Galant, Jaamiah AB - The dissertation is concerned with the production of a systematic analysis of HSRC research reports into mathematics education in South Africa between 1970 and 1980. Drawing on the theoretical language of Dowling (1995), the analysis focuses on the (re)production of voice and message in the reports. This entails an analysis of positioning strategies that il1ark out voices in the texts and distributing strategies that distribute message across voices. Voices include bureaucratic, academic, teacher and learner voices and knowledge and practices that constitute message distributed to voices relate to mathematical knowledge, pedagogic knowledge and curriculum innovation practices. Positioning and distributing textual strategies with respect to learner and teacher sub-voices are related to the (re)production of theories of instruction that constitute models of acquirers, transmitters and pedagogic contexts and define pedagogic competence in particular ways. The (re)production of theories of instruction in turn are related to the reproduction of social relations in the broader society. It is hoped that the analysis illustrates the generality of Dowling's language for analysing texts. The substantive focus of the study is the analysis of the reports and the language developed in the analysis is used to make some suggestive comments about current mathematics curriculum development in South Africa. It is hoped, in particular, that the focus in this study on discourses in mathematics education in South Africa in the 1970s will contribute to the documenting of the history of mathematics curriculum development in South Africa. DA - 1997 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1997 T1 - Teachers, learners and mathematics : an analysis of HSRC research reports on mathematics education 1970-1980 TI - Teachers, learners and mathematics : an analysis of HSRC research reports on mathematics education 1970-1980 UR - http://hdl.handle.net/11427/17548 ER - en_ZA


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