Teaching and learning of number concept in Chinese primary classroom

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dc.contributor.advisorMuthivhi, Azwihangwisi Een_ZA
dc.contributor.authorLan, Shashaen_ZA
dc.date.accessioned2018-02-05T13:03:31Z
dc.date.available2018-02-05T13:03:31Z
dc.date.issued2017en_ZA
dc.description.abstractThe research investigated the practices of the teaching and learning of number concept and primary mathematics broadly, within a classroom context in China's Inner Mongolia province. Informed by Vygotsky's cultural historical theoretical framework, and using an ethnographic approach - with triangulated data collection methods, the research examined a teacher's approaches to teaching primary mathematical concepts. The research explored the teacher's rationale and understanding underpinning her classroom practices in order to uncover sociocultural contingencies and influences on the part of both the teacher's and learners' framing of the teaching and learning of mathematics in a Chinese Grade 1 classroom. The findings suggest that the teaching of mathematics, specifically number concept, has been and is undergoing changes, as policy regulations within the Chinese schooling system also undergo transformation. The findings further suggest that the introduction of learner-centred teaching into the Chinese curriculum policy framework has not significantly, if at all, supplanted teacher-controlled approaches in the classroom under investigation. While the emphasis placed by the teacher on precision and efficacy appears to have enabled learners to acquire the necessary skills and procedures to carry out the number operations, the concurrent lack of emphasis on individual, or authentic learner-centred approaches that engage learners in problem-based exploration of knowledge, appears to have inhibited the development amongst learners of independent and critical problem-solving skills.en_ZA
dc.identifier.apacitationLan, S. (2017). <i>Teaching and learning of number concept in Chinese primary classroom</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/27302en_ZA
dc.identifier.chicagocitationLan, Shasha. <i>"Teaching and learning of number concept in Chinese primary classroom."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2017. http://hdl.handle.net/11427/27302en_ZA
dc.identifier.citationLan, S. 2017. Teaching and learning of number concept in Chinese primary classroom. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Lan, Shasha AB - The research investigated the practices of the teaching and learning of number concept and primary mathematics broadly, within a classroom context in China's Inner Mongolia province. Informed by Vygotsky's cultural historical theoretical framework, and using an ethnographic approach - with triangulated data collection methods, the research examined a teacher's approaches to teaching primary mathematical concepts. The research explored the teacher's rationale and understanding underpinning her classroom practices in order to uncover sociocultural contingencies and influences on the part of both the teacher's and learners' framing of the teaching and learning of mathematics in a Chinese Grade 1 classroom. The findings suggest that the teaching of mathematics, specifically number concept, has been and is undergoing changes, as policy regulations within the Chinese schooling system also undergo transformation. The findings further suggest that the introduction of learner-centred teaching into the Chinese curriculum policy framework has not significantly, if at all, supplanted teacher-controlled approaches in the classroom under investigation. While the emphasis placed by the teacher on precision and efficacy appears to have enabled learners to acquire the necessary skills and procedures to carry out the number operations, the concurrent lack of emphasis on individual, or authentic learner-centred approaches that engage learners in problem-based exploration of knowledge, appears to have inhibited the development amongst learners of independent and critical problem-solving skills. DA - 2017 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2017 T1 - Teaching and learning of number concept in Chinese primary classroom TI - Teaching and learning of number concept in Chinese primary classroom UR - http://hdl.handle.net/11427/27302 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/27302
dc.identifier.vancouvercitationLan S. Teaching and learning of number concept in Chinese primary classroom. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2017 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/27302en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleTeaching and learning of number concept in Chinese primary classroomen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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