| Title | Chapter 6: Creating open educational resources: Approaches to enhance mathematical noticing in the 21st century |
|---|---|
| DOI | https://doi.org/10.4102/aosis.2025.BK458.06 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/458 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Elize Küng, Magda Kloppers & Rhelda Krügel. Licensee: AOSIS (Pty) Ltd. The moral rights of the editors and authors have been asserted. |
| Publisher | AOSIS |
| Published on | 2025-12-11 |
| Long abstract | This chapter reports on a pilot study (intervention) conducted at a higher education institution during the first semester. In higher education, students need a set of essential skills, including pattern recognition, reasoning, problem-solving, connection-making, reflection, self-directed learning and effective communication. These skills are particularly crucial in the 21st century. However, students often face challenges in the lecture hall where the lecturer’s actions overshadow their knowledge (agency), skills (ability) and character (identity). High school education frequently limits these students’ sense-making, engagement, discussions and deep understanding because of overloaded curricula. To address this issue, lecturers should create opportunities for students to exercise their agency, ability and identity, allowing them to express their ideas and engage with others in a self-directed manner. This chapter, situated within the realm of Mathematics education, explores how pre-service Mathematics students and lecturers can engage in ways that advance 21st-century skills related to the development of open educational resources (OERs) through mathematical noticing. Open educational resources provide a flexible and enriching learning environment for acquiring knowledge and skills. To address this topic, the intervention study – framed within a generic qualitative approach with elements of educational design research – will examine the analysis, development, implementation and evaluation of creating OERs. Although no data will be reported in this chapter, we have distilled principles for data collection to follow this intervention. We aim to share our experiences with pre-service Mathematics teachers and demonstrate how an engaging activity, such as the creation of OERs, can benefit future study endeavours. |
| Print length | 20 pages |
| Language | English (Original) |
| Media | 3 illustrations |
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Magda Kloppers completed her Bachelor of Science (BSc), PGCE and BEd (Hons), MA and PhD degrees at NWU, South Africa. With 20 years of teaching experience in the secondary education sector, Kloppers has gained valuable skills and knowledge that she now applies as a senior lecturer in professional teacher education. She taught Mathematics, Computer Applications Technology (CAT) and Computer Typing at school level before joining NWU in 2006. She serves as an associate professor and deputy school director of the School of Mathematics, Science and Technology Education in the Faculty of Education at NWU. She is a member of the Research Unit SDL and has presented papers at various national and international conferences. She is also a member of the Institute for the Advancement of Cognitive Education and a lifelong member of the Institute for the Advancement of Vedic Mathematics. She has published articles in both national and international journals and is recognised by her academic peers at other higher education institutions as an expert in critical thinking, critical thinking dispositions, SDL and mathematics. She is working on several research projects approved by the Research Unit SDL and the Research Office of Education. Additionally, she has supervised several postgraduate students.
Annalie Roux is a senior lecturer in the School for Mathematics, Science and Technology Education at North-West University (NWU), South Africa. She holds a Doctor of Philosophy (PhD) in Mathematics Education from NWU. Her research interests focus on metacognition and mathematics teacher education. She served as the subject group leader for Mathematics, Science and Technology Education for eight years. She has published articles in peer-reviewed journals, presented papers at various national and international conferences, and successfully supervised several Master’s (MA) and PhD students.
Erika Potgieter is deeply invested in exploring and expanding the frontiers of educational methodologies as a dedicated lecturer in Mathematics Education at NWU, South Africa. With an MEd, she focuses on the pedagogies of play to develop metacognitive awareness, a theme that continues in her PhD research at Stellenbosch University. Her work delves into post-qualitative inquiry, metacognition and ethnomathematics, showcasing her commitment to pioneering and culturally responsive teaching approaches. Her academic trajectory has been marked by a steadfast commitment to refining and reimagining Mathematics Education. This passion is evident in her publications, which include numerous scholarly articles and her latest contribution to this book. Collectively, these works underscore her expertise in integrating innovative, playful and relevant pedagogies in the field of mathematics. Her contribution to Mathematics Education emphasises a dynamic and inclusive approach to learning and research.