Graad 1-onderwysers se persepsies oor die rol van metakognisie en wiskundetaal tydens die onderrig en leer van wiskunde

Abstract

Metacognitive strategies and maths language play a critical role in the teaching strategies of teachers and in the improvement of their maths teaching style. It is quite likely that developing a teacher’s metacognition may also improve his or her tuition (Jing & Yang, 2008, p. 1). Metacognition facilitates the teaching and learning of mathematics knowledge (Gourgey, 2001, p. 18), and language is the tool that facilitates communication aimed at the acquisition, understanding and development of maths concepts and processes (Jamison, 2000). An empirical qualitative investigation – to determine Grade 1 teachers’ perceptions of metacognition and maths language during the teaching and learning of mathematics – was conducted in this study. The investigation focused on five Grade 1 teachers. A convenience sample was used to invite a small group of teachers (who were easily accessible to the researcher) to participate in the study. Video recordings were made of the focus group interview, as well as of one maths lesson and two individual interviews. All the teachers took part in the focus group interview. One of the teachers (Participant B) consented that a video recording be made of her maths lesson. An individual interview was conducted with participant B prior to as well as after the video recording in order to gain a better and more in-depth understanding of her perceptions regarding maths tuition. The video recordings of the focus group interview, maths lesson and individual interviews were transcribed verbatim, after which a priori codes were selected from the literature study. The codes were grouped in themes and categories. Data was analysed, and conclusions were formulated. Results were subsequently interpreted and recommendations made. Despite the limited generalisations that were possible on the basis of the results, the researcher nevertheless concluded that the perceptions of Grade 1 teachers with regard to metacognition and maths language in the teaching and learning of mathematics in Grade 1 classes are important and significant.