In the Implementation of NCS: How is Instructional Capacity in Mathematics Teaching and Learning Constructed, Organised, and Replenished in a Secondary School?

Content Provider	Semantic Scholar
Author	Chigonga, Benard
Copyright Year	2011
Abstract	This article discusses what constitute instructional capacity in mathematics teaching and learning in a secondary school, with focus on the instructional behaviours and practices. The questions that guided the research are: What is the level of the instructional capacity of mathematics teachers? How do mathematics teachers identify, mobilise and activate resources for mathematics instruction? What challenges or otherwise do mathematics teachers experience in the process of developing the instructional capacity? What contribution(s), if any, do students, principals and curriculum advisors make in the development of the instructional capacity? Data were gleaned through document analysis; classroom observations of 10 grade 12 mathematics teachers; face-to-face semi-structured interviews with 40 students, 10 teachers, 10 principals from 10 public secondary schools in Vhembe District (Limpopo, South Africa) and 5 mathematics advisors. There were observable differences in the capacity to encourage reform practices within different schools, high performing schools were relatively way ahead of low performing schools in terms of encouraging reform-oriented teaching and learning. This implied that school’s capacity for instruction is both the individual teacher and the organisational components, resources upon which instructional capacity is built are variable and multifaceted, and schools should identify, define and deploy accordingly its share of resources to shape and preserve capacity for instruction.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://uir.unisa.ac.za/bitstream/handle/10500/22354/B.%20Chigonga.pdf?isAllowed=y&sequence=1
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article