| Title | Chapter 7: Problem-centred mathematics learning in Grade 2 |
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| Subtitle | Enhancing metacognitive thinking |
| DOI | https://doi.org/10.4102/aosis.2024.BK484.07 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/484 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Bernadette Geduld, Byron J Bunt & Divan Jagals (eds.). Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Long abstract | The current poor standard of mathematics education in South Africa is often attributed to ineffective teaching strategies in the foundation phase that fail to support learning with understanding. A problem-centred learning (PCL) approach reportedly supports metacognitive thinking that promotes mathematics comprehension. This chapter therefore examines how PCL can be implemented in Grade 2 to support metacognitive thinking for enhanced mathematics understanding by learners. A three-phase action research project collected data from four Grade 2 teachers, who reflectively developed and implemented PCL strategies. Data comprised focus group discussions implemented before and after each of the two micro-cycles as well as an open-ended questionnaire completed by the participants at the outset. A metacognitive lens was applied to analyse and interpret the data collected through the three action research phases to understand how PCL principles play a role to support metacognitive thinking. Although teachers agree with the literature supporting PCL in mathematics to encourage metacognition, the data suggest participants struggled to adopt PCL principles, limiting their learners’ metacognitive thinking. Leaning towards direct math instruction, insufficient PCL and pedagogical expertise, and teacher attitudes towards collaborative problem-solving math education were significant variables. Guidelines from the data indicate principles needed to direct a change to PCL mathematical instruction in foundational grades. |
| Print length | 33 pages |
| Language | English (Original) |
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Lineke Potgieter earned her master’s degree in Curriculum Studies from North-West University in 2018, specialising in the development of mathematics teaching strategies within the Foundation Phase. The research aim of her study was to develop meaningful strategies to support problem-centred learning in mathematics in Grade 2 by way of action research. The title for Lineke’s master’s dissertation is ‘Die ontwikkeling vanonderrigstrategieë vir probleemgesentreerde leer van wiskunde in Graad 2’. During the period spanning from 2016 to 2023, she actively contributed to the NWU SETH (Science, Engineering, Technology & Health) Academy, assuming a pivotal role in the design and development of the SETH Academy’s programme. This programme was meticulously crafted with the overarching goal of giving high school students exposure to careers within the SETH domains, while concurrently providing comprehensive enrichment in the domains of mathematics and reading. She manifests a fervent commitment to the field of early childhood development, with a particular emphasis on fostering the holistic growth and the well-rounded development of children.
Corné Kruger is an associate professor in the School of Psycho-Social Education of the North-West University (Potchefstroom Campus). Working in the Early Childhood Education subject group, she specialises in mathematics and work-integrated learning in Foundation Phase teacher education programmes. Central to her teaching theory is developmentally appropriate mathematics teaching in the early years. She supervises master’s and doctoral students working in the field of mathematics and self-directed learning with focus on collaborative learning and metacognition. Her research projects also investigate ways to empower teachers as critical reflective professionals and active participants in communities of practice. She has published several articles and book chapters in accredited peer-reviewed publications and delivered numerous papers at national and international conferences.
Professor Dorothy Laubscher is an associate professor in the Research Unit Self-Directed Learning in the Faculty of Education at the North-West University. She has been working in the field of teacher education for the past 15 years and has experience in teaching various Mathematics Education modules. Her research interests include Mathematics Education, technology-enhanced learning, self-directed learning, open educational resources, and blended and multimodal learning environments to foster self-directed learning. She is involved in various projects that explore technology-supported and multimodal learning to promote self-directed learning. She acts as a supervisor for postgraduate students and has published on national and international levels. She serves as the chairholder for the UNESCO Chair on Multimodal Learning and Open Educational Resources at the North-West University.
Byron Bunt is a senior lecturer in the Faculty of Education of the NWU, South Africa, and is part of the Research Unit Self-Directed Learning. He is the subject leader for History Education. His research niche encompasses cognitive education and game-based learning (GBL), specifically focusing on developing students’ creative and critical thinking via gamification approaches. He has published in the fields of History Education and GBL. He is the author of several chapters in scholarly books and articles in renowned academic journals. In addition, he has begun a project involving a self-developed trading card game called ‘Dogs of War’, which will be used within his history classroom to develop his students’ SDL abilities. Another research project focuses on using open educational resources (OERs) and games to develop board and card games in the history class, eventually culminating in uploading them as OERs to an online repository. He also completed a project that used a mobile gaming app called ‘Habitica’, which involved an intervention where students had to role-play in the history classroom to form habits of mind.