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

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dc.contributor.advisorEnsor, Paulaen_ZA
dc.contributor.authorGalant, Jaamiahen_ZA
dc.date.accessioned2016-03-07T06:55:30Z
dc.date.available2016-03-07T06:55:30Z
dc.date.issued1997en_ZA
dc.descriptionBibliography: pages 177-183.en_ZA
dc.description.abstractThe 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.identifier.apacitationGalant, 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/11427/17548en_ZA
dc.identifier.chicagocitationGalant, 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/11427/17548en_ZA
dc.identifier.citationGalant, 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.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
dc.identifier.urihttp://hdl.handle.net/11427/17548
dc.identifier.vancouvercitationGalant 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/11427/17548en_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.subject.otherMathematics - Study and teaching - South Africa - Researchen_ZA
dc.titleTeachers, learners and mathematics : an analysis of HSRC research reports on mathematics education 1970-1980en_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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