Puppetry as a pedagogy of play in the Intermediate Phase mathematics classroom: A case study
Research on puppets in Intermediate Phase mathematics is in its infancy. According to Vygotsky, play affords a playful element that can optimise learning opportunities. However, many mathematics teachers are unfamiliar with the integration of pedagogy of play (PoP) (in this case, puppetry). The aim...
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| Format: | Article |
| Language: | English |
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University of the Free State
2021-09-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://196.255.246.28/index.php/pie/article/view/5189 |
| _version_ | 1827315125128790016 |
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| author | Erika Potgieter Marthie van der Walt |
| author_facet | Erika Potgieter Marthie van der Walt |
| author_sort | Erika Potgieter |
| collection | DOAJ |
| description | Research on puppets in Intermediate Phase mathematics is in its infancy. According to Vygotsky, play affords a playful element that can optimise learning opportunities. However, many mathematics teachers are unfamiliar with the integration of pedagogy of play (PoP) (in this case, puppetry). The aim of this paper is to report on one participant’s (an Intermediate Phase mathematics teacher [N=1]) lived experiences of teaching with puppets after a two-day intervention. A case study approach was followed and the participant constantly reflected on his experiences. Data were collected through (i) a semi-structured open-ended interview, (ii) reflective prompts and (iii) a reflective journal with prompts. The data revealed the participant’s experiences of puppetry, how his metacognitive awareness developed and how he transferred new knowledge to his Intermediate Phase mathematics classroom. The data were analysed using content analysis. The results show that, although learners often deem mathematics “mundane” and “unexciting”, puppetry allowed the participant’s learners (according to his reflections) to experience this subject as enjoyable and creative, encouraging participation and liveliness, as the puppet was considered a peer in teaching-learning. The Intermediate Phase mathematics classroom became a space where content became meaningful, accessible and understandable to all learners.
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| first_indexed | 2024-04-24T22:48:33Z |
| format | Article |
| id | doaj.art-f5771d2555524d77a3bf94508f497b4b |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-24T22:48:33Z |
| publishDate | 2021-09-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-f5771d2555524d77a3bf94508f497b4b2024-03-18T11:09:36ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2021-09-0139310.18820/2519593X/pie.v39.i3.10Puppetry as a pedagogy of play in the Intermediate Phase mathematics classroom: A case studyErika Potgieter0Marthie van der Walt1North-West University, South AfricaNorth-West University, South AfricaResearch on puppets in Intermediate Phase mathematics is in its infancy. According to Vygotsky, play affords a playful element that can optimise learning opportunities. However, many mathematics teachers are unfamiliar with the integration of pedagogy of play (PoP) (in this case, puppetry). The aim of this paper is to report on one participant’s (an Intermediate Phase mathematics teacher [N=1]) lived experiences of teaching with puppets after a two-day intervention. A case study approach was followed and the participant constantly reflected on his experiences. Data were collected through (i) a semi-structured open-ended interview, (ii) reflective prompts and (iii) a reflective journal with prompts. The data revealed the participant’s experiences of puppetry, how his metacognitive awareness developed and how he transferred new knowledge to his Intermediate Phase mathematics classroom. The data were analysed using content analysis. The results show that, although learners often deem mathematics “mundane” and “unexciting”, puppetry allowed the participant’s learners (according to his reflections) to experience this subject as enjoyable and creative, encouraging participation and liveliness, as the puppet was considered a peer in teaching-learning. The Intermediate Phase mathematics classroom became a space where content became meaningful, accessible and understandable to all learners. http://196.255.246.28/index.php/pie/article/view/5189Case studyMetacognitionMetacognitive awarenessPedagogy of playPuppetry |
| spellingShingle | Erika Potgieter Marthie van der Walt Puppetry as a pedagogy of play in the Intermediate Phase mathematics classroom: A case study Perspectives in Education Case study Metacognition Metacognitive awareness Pedagogy of play Puppetry |
| title | Puppetry as a pedagogy of play in the Intermediate Phase mathematics classroom: A case study |
| title_full | Puppetry as a pedagogy of play in the Intermediate Phase mathematics classroom: A case study |
| title_fullStr | Puppetry as a pedagogy of play in the Intermediate Phase mathematics classroom: A case study |
| title_full_unstemmed | Puppetry as a pedagogy of play in the Intermediate Phase mathematics classroom: A case study |
| title_short | Puppetry as a pedagogy of play in the Intermediate Phase mathematics classroom: A case study |
| title_sort | puppetry as a pedagogy of play in the intermediate phase mathematics classroom a case study |
| topic | Case study Metacognition Metacognitive awareness Pedagogy of play Puppetry |
| url | http://196.255.246.28/index.php/pie/article/view/5189 |
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