A small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phase

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dc.contributor.advisorEnsor, Paulaen_ZA
dc.contributor.authorLong, Carolineen_ZA
dc.date.accessioned2015-07-14T08:58:44Z
dc.date.available2015-07-14T08:58:44Z
dc.date.issued1995en_ZA
dc.descriptionBibliography: p. 101-107.en_ZA
dc.description.abstractThis research project focuses on the "new primary mathematics" curriculum that has been implemented in the schools in the Western Cape over the past six years. The specific question I addressed was, 'What access do teachers have to the regulating principles underpinning the 'new primary mathematics' curriculum". The term "regulating principles" is drawn from the work of Paul Dowling (1993;98). In terms of this research, the regulating principles are the theoretical underpinnings to the new curriculum, which include substantially a theory of learning. I explore access to the regulating principles through semi-structured interviews with six teachers, who have implemented this new approach with different degrees of success, as measured in their own terms. I also investigate the official Teachers' Guide for Mathematics (Cape Education Department, 1993) for explicitness of theoretical underpinnings. An analysis of the teachers' guide indicated that the regulatory principles were not made explicit and the research indicates that the teachers in my sample have restricted access to these principles. I conclude that teachers who have little access to the regulating principles are constructed as a subordinate voice in relation to teacher educators, and must of necessity rely on procedure for their practice and be subject to external validation. This raises questions as to the successful implementation of the curriculum, in that it limits access by teachers to the educational debates surrounding theories of knowledge and theories of learning, and so inhibits teacher involvement in curriculum implementation. It also limits the ability of teachers to interrogate their own practice.en_ZA
dc.identifier.apacitationLong, C. (1995). <i>A small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phase</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/13506en_ZA
dc.identifier.chicagocitationLong, Caroline. <i>"A small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phase."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1995. http://hdl.handle.net/11427/13506en_ZA
dc.identifier.citationLong, C. 1995. A small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phase. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Long, Caroline AB - This research project focuses on the "new primary mathematics" curriculum that has been implemented in the schools in the Western Cape over the past six years. The specific question I addressed was, 'What access do teachers have to the regulating principles underpinning the 'new primary mathematics' curriculum". The term "regulating principles" is drawn from the work of Paul Dowling (1993;98). In terms of this research, the regulating principles are the theoretical underpinnings to the new curriculum, which include substantially a theory of learning. I explore access to the regulating principles through semi-structured interviews with six teachers, who have implemented this new approach with different degrees of success, as measured in their own terms. I also investigate the official Teachers' Guide for Mathematics (Cape Education Department, 1993) for explicitness of theoretical underpinnings. An analysis of the teachers' guide indicated that the regulatory principles were not made explicit and the research indicates that the teachers in my sample have restricted access to these principles. I conclude that teachers who have little access to the regulating principles are constructed as a subordinate voice in relation to teacher educators, and must of necessity rely on procedure for their practice and be subject to external validation. This raises questions as to the successful implementation of the curriculum, in that it limits access by teachers to the educational debates surrounding theories of knowledge and theories of learning, and so inhibits teacher involvement in curriculum implementation. It also limits the ability of teachers to interrogate their own practice. DA - 1995 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1995 T1 - A small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phase TI - A small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phase UR - http://hdl.handle.net/11427/13506 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13506
dc.identifier.vancouvercitationLong C. A small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phase. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1995 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13506en_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.otherMathematics Educationen_ZA
dc.titleA small-scale investigation into teachers' access to the regulating principles underlying the "new mathematics" curriculum in the Junior Primary phaseen_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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