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The expectation that Mr. M. as a mathematics teacher to pick up on mathematical terms and concept as soon as it is mentioned bring to the fore that Mr. M. appears to be misinterpreting the concept mathematically, but understanding it in EMS terms. In this situation the expectation was to get the mathematical explanation from Mr. M. and he did not explicitly explain it and therefore the table shows Mr. M. understanding of the concept “expand” as weak realization. The Ems teacher on the other hand shows a significant difference.

Interviewer Mrs K.:

Ok, product? Product is when you multiply something by something. In maths that is a product. When you multiply a number by a number you get a product.

Concepts

Classification

Recognition

Realization

Salary

W

S

S

Product

W

S

S

Interest

W

F

F

Graph

W

S

S

Ratio

W

S

S

Expand

W

S

S

The EMS (Mrs. K) teacher presented a high degree of understanding of the mathematical understanding of the given concepts. The EMS teacher even brought in to the interview mathematical terminology and explained the understanding of the terms very well and the table below show the confirmation thereof.

Table 4.3: Economic

Management Science

teacher‟s understands

of the concepts in mathematics context

Hence the recognition and realization o the EMS teacher is strong and well structured. Mrs. K. encouraged the integration between learning areas and therefore the observation is that the boundaries (classification) between the learning areas and concepts are weak. Mrs. K has a fairly strong understanding of the mathematical concepts; this might spring from the fact that she is also teaching mathematics to a lower grade. Mrs. K linked the concepts to each other and also to real life situations.

Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

Page 44

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