A study of social solidarity and the constitution of school mathematics in five working class schools in the Western Cape Province of South Africa

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dc.contributor.advisorDavis, Zainen_ZA
dc.contributor.authorMatobako, Setseetsoen_ZA
dc.date.accessioned2015-09-15T10:31:24Z
dc.date.available2015-09-15T10:31:24Z
dc.date.issued2013en_ZA
dc.description.abstractThis study investigates how forms of social solidarity influence pedagogic practice and the manner in which they are implicated in providing information to the teacher about what it is that students have constituted as criteria for the production of legitimate text at five working-class schools in Greater Cape Town. It explores the contextual features that co-occur with social interactions in each of the five schools. It shows how each of the identified features impacts interactions of the participants during pedagogic practice as well as their importance in shaping the pedagogic communication at the classroom level. It also investigates the ways in which teachers evaluate students’ acquisition of criteria for the reproduction of school mathematics during pedagogic exchanges. Descriptions of teaching are developed in terms of the types of questions that teachers ask their students. I employ Weber’s (1949) technique of constructing ideal types to categorise teacher questions in terms of their purposes in order to investigate how the questions that teachers ask are implicated in the structuring of pedagogic communication. I examine whether or not questions target individual students or the whole class. I also establish whether or not questions that teachers use are productive to ascertain the level of students’ acquisition of criteria by looking at the type of responses students produce. The study interrogates the validity of links drawn by Dowling & Brown (2009) between Durkheim’s notions of organic and mechanical solidarity and their notions of communalising and individualising pedagogies. The results of this study suggest that the questioning strategies are implicated in the form taken by social interactions of participants during pedagogic practice. The results reveal that communalising pedagogic strategy was the most prevalent across the schools. Consequently, teachers gathered rather meagre and unreliable data about their students’ acquisition of criteria for the reproduction of mathematics texts.en_ZA
dc.identifier.apacitationMatobako, S. (2013). <i>A study of social solidarity and the constitution of school mathematics in five working class schools in the Western Cape Province of South Africa</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/14009en_ZA
dc.identifier.chicagocitationMatobako, Setseetso. <i>"A study of social solidarity and the constitution of school mathematics in five working class schools in the Western Cape Province of South Africa."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2013. http://hdl.handle.net/11427/14009en_ZA
dc.identifier.citationMatobako, S. 2013. A study of social solidarity and the constitution of school mathematics in five working class schools in the Western Cape Province of South Africa. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Matobako, Setseetso AB - This study investigates how forms of social solidarity influence pedagogic practice and the manner in which they are implicated in providing information to the teacher about what it is that students have constituted as criteria for the production of legitimate text at five working-class schools in Greater Cape Town. It explores the contextual features that co-occur with social interactions in each of the five schools. It shows how each of the identified features impacts interactions of the participants during pedagogic practice as well as their importance in shaping the pedagogic communication at the classroom level. It also investigates the ways in which teachers evaluate students’ acquisition of criteria for the reproduction of school mathematics during pedagogic exchanges. Descriptions of teaching are developed in terms of the types of questions that teachers ask their students. I employ Weber’s (1949) technique of constructing ideal types to categorise teacher questions in terms of their purposes in order to investigate how the questions that teachers ask are implicated in the structuring of pedagogic communication. I examine whether or not questions target individual students or the whole class. I also establish whether or not questions that teachers use are productive to ascertain the level of students’ acquisition of criteria by looking at the type of responses students produce. The study interrogates the validity of links drawn by Dowling & Brown (2009) between Durkheim’s notions of organic and mechanical solidarity and their notions of communalising and individualising pedagogies. The results of this study suggest that the questioning strategies are implicated in the form taken by social interactions of participants during pedagogic practice. The results reveal that communalising pedagogic strategy was the most prevalent across the schools. Consequently, teachers gathered rather meagre and unreliable data about their students’ acquisition of criteria for the reproduction of mathematics texts. 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 social solidarity and the constitution of school mathematics in five working class schools in the Western Cape Province of South Africa TI - A study of social solidarity and the constitution of school mathematics in five working class schools in the Western Cape Province of South Africa UR - http://hdl.handle.net/11427/14009 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/14009
dc.identifier.vancouvercitationMatobako S. A study of social solidarity and the constitution of school mathematics in five working class schools in the Western Cape Province of South Africa. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2013 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14009en_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.titleA study of social solidarity and the constitution of school mathematics in five working class schools in the Western Cape Province of South Africaen_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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