A study of the constitution of Grade 8 mathematics within the context of the Revised National Curriculum Statement in five Western Cape schools

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dc.contributor.advisorJaffer, Shaheedaen_ZA
dc.contributor.authorArendse, Nicoleen_ZA
dc.date.accessioned2015-09-25T07:43:48Z
dc.date.available2015-09-25T07:43:48Z
dc.date.issued2013en_ZA
dc.description.abstractThis dissertation is an investigation into the constitution of school mathematics within the context of the Revised National Curriculum Statement in a selection of Grade 8 mathematics lessons in five working-class schools in the Western Cape Province of South Africa. The study is located within the broad framework of the sociology of education, specifically drawing on Bernstein's (1996) sociological theory of education and his pedagogic device. This study focuses on the way in which the content of the evaluative rule of the pedagogic device is realised in the particular selection of schools. My theoretical framework relies on of the work of Davis (2010a, 2010b, 2010c, 2011a, 2011b, 2011c, 2012, 2013a & 2013b) and Bernstein (ibid.). These theoretical resources were drawn on to describe and analyse the mathematical activity in the five schools as well as serving as a means for generating analytical resources for describing the constitution of mathematics. In my analysis I present an account of the computational activity of teachers and their learners and the regulation of mathematical activity in fifteen Grade 8 mathematics lessons. I use these descriptions of computational activity to discuss the realisation of content against a general background of curriculum reform that has de-emphasised explicit use of formal definitions. I explore what mathematical content was recognised and constituted in relation to topics announced by teachers and use the mathematics encyclopaedia as a resource to ascertain the content that substitutes for formal mathematical definitions, axioms and propositions.en_ZA
dc.identifier.apacitationArendse, N. (2013). <i>A study of the constitution of Grade 8 mathematics within the context of the Revised National Curriculum Statement in five Western Cape schools</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/14094en_ZA
dc.identifier.chicagocitationArendse, Nicole. <i>"A study of the constitution of Grade 8 mathematics within the context of the Revised National Curriculum Statement in five Western Cape schools."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2013. http://hdl.handle.net/11427/14094en_ZA
dc.identifier.citationArendse, N. 2013. A study of the constitution of Grade 8 mathematics within the context of the Revised National Curriculum Statement in five Western Cape schools. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Arendse, Nicole AB - This dissertation is an investigation into the constitution of school mathematics within the context of the Revised National Curriculum Statement in a selection of Grade 8 mathematics lessons in five working-class schools in the Western Cape Province of South Africa. The study is located within the broad framework of the sociology of education, specifically drawing on Bernstein's (1996) sociological theory of education and his pedagogic device. This study focuses on the way in which the content of the evaluative rule of the pedagogic device is realised in the particular selection of schools. My theoretical framework relies on of the work of Davis (2010a, 2010b, 2010c, 2011a, 2011b, 2011c, 2012, 2013a & 2013b) and Bernstein (ibid.). These theoretical resources were drawn on to describe and analyse the mathematical activity in the five schools as well as serving as a means for generating analytical resources for describing the constitution of mathematics. In my analysis I present an account of the computational activity of teachers and their learners and the regulation of mathematical activity in fifteen Grade 8 mathematics lessons. I use these descriptions of computational activity to discuss the realisation of content against a general background of curriculum reform that has de-emphasised explicit use of formal definitions. I explore what mathematical content was recognised and constituted in relation to topics announced by teachers and use the mathematics encyclopaedia as a resource to ascertain the content that substitutes for formal mathematical definitions, axioms and propositions. DA - 2013 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 T1 - A study of the constitution of Grade 8 mathematics within the context of the Revised National Curriculum Statement in five Western Cape schools TI - A study of the constitution of Grade 8 mathematics within the context of the Revised National Curriculum Statement in five Western Cape schools UR - http://hdl.handle.net/11427/14094 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/14094
dc.identifier.vancouvercitationArendse N. A study of the constitution of Grade 8 mathematics within the context of the Revised National Curriculum Statement in five Western Cape schools. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2013 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14094en_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 study of the constitution of Grade 8 mathematics within the context of the Revised National Curriculum Statement in five Western Cape schoolsen_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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