Master's Thesis from the year 2020 in the subject Pedagogy - School Pedagogics, University of Zambia (Postgraduate studies), course: Master of Mathematics Education, language: English, abstract: The study explored teachers' classroom practices in addressing learners' errors regarding how they engaged grade eight learners in reading; how they probed learners' understanding; and what they did to enhance learners' process skills and encoding abilities in algebraic word problems. Five teachers and twenty five learners (in five focus groups discussions of five members each), at three secondary schools in Isoka district of Muchinga province, Zambia were purposively sampled to participate in the study. The study used a qualitative approach which followed a descriptive case study design. Data collection was done using lesson observations, semi-structured interviews, document analysis and focus group discussions. To capture observations and interviews in totality, video and audio recordings were used respectively. Thematic analysis was used to analyse data. The five performance strategies of solving word problems by Newman namely; reading ability, comprehension ability, transformation ability, process skills and encoding ability guided the analysis of data.
The study was guided by the following research questions:
How do teachers engage learners in reading algebraic word problems?
How do teachers probe learners' understanding of algebraic word problems?
What do teachers do to enhance learners' process skills and encoding abilities in algebraic word problems?
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978-3-346-50867-6 (9783346508676)
Schweitzer Klassifikation
I am a mathematician with interest in mathematics and geography. I hold a master of education degree in mathematics education from The University of Zambia (UNZA). I posses very good knowledge of research in mathematics education and geography. Currently I am working as a teacher of mathematics and geography under the Ministry of Education in Zambia, and as a part time lecturer at Evelyn Hone College of Applied Arts and Commerce, Isoka campus. I have served as Zambia Association for Mathematics Education (ZAME) district chairperson for Isoka district from 2012 to 2022, and I have been involved in material production where I have produced pamphlets in mathematics (both junior and senior secondary), and additional mathematics. Over the years I have received awards both as a student and as a practicing teacher. As a postgraduate student; in 2019 I received first prize for oral presentations of dissertation findings for master category at UNZA. In 2009 I was awarded as overall best graduating student; best student in mathematics; and best student in geography, during the 40th graduation ceremony at Nkrumah college of education (now Kwame Nkrumah University). I also served as president general for mathematics clubs at both Nkrumah college of education and Kalonga secondary school in Kabwe. As a teacher, I have received several awards for producing outstanding results. For example, In 2014 I was awarded for producing outstanding results in mathematics at grade 12 final examinations for 2013. In 2015 I was again awarded for producing outstanding results in additional mathematics at grade 12 final examinations for 2014, and in 2022 during labour day celebrations, I was awarded for being hardworking and committed to duty, at Muchinga secondary school in Isoka district, Zambia. Recently I have been involved in publications, and a number of my articles have been published, and more would be published soon.
