South African teachers work with division actions in Grade 3
Background: Internationally, the teaching of division has noted that the use of sharing situations with sharing actions (one-by-one distribution) is the predominant division model at the beginning of schooling. In South Africa, research suggests a sharing situation with sharing actions is also prefe...
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| Format: | Article |
| Language: | English |
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AOSIS
2023-12-01
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| Series: | South African Journal of Childhood Education |
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| Online Access: | https://sajce.co.za/index.php/sajce/article/view/1401 |
| Summary: | Background: Internationally, the teaching of division has noted that the use of sharing situations with sharing actions (one-by-one distribution) is the predominant division model at the beginning of schooling. In South Africa, research suggests a sharing situation with sharing actions is also preferred in the early grades.
Aim: This paper aims to look at the predominant approaches to the use of division actions that teachers offer in teaching division tasks.
Setting: The study is set in three government schools in Gauteng, South Africa.
Methods: In this qualitative study, the teachers were observed through video recording, and then the video recording was transcribed, and semiotics was used to make sense of their teaching.
Results: The findings of this article suggest that grouping actions and group-based approaches to teaching division tasks are more prevalent than sharing through one-by-one distribution actions, even when sharing situations are used.
Conclusion: This study concludes that grouping actions and group-based approaches are part of how teachers solve sharing situations.
Contribution: This study concludes that in a South African context, identifying the grouping actions and group-based approaches linked to sharing situations is a more efficient way of solving sharing situations and will assist teachers in explaining division tasks more coherently. |
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| ISSN: | 2223-7674 2223-7682 |