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The mathematics teacher is concentrated in one domain, that of mathematics and makes excuses for the reluctance not to move in and across to other learning areas. That implies that the mathematics teacher links mathematics with the dominance it once was associated with. The latter proofs against what the curriculum demands according to the curriculum statement of the department of education. However, the mathematics teacher mentions that departmental officials gave the endorsement to him not to make effective and efficient effort to integrate certain mathematics concepts with other learning areas.

Mathematics teachers are not letting go of the power and power relations created by boundaries between learning areas, because they are hanging on to the prestige and superiority attached to mathematics from the old apartheid era curriculum. They are not making time to learn about other learning areas and where they can slot in and integrate mathematics with the different and other learning areas. The department is still giving power to certain learning areas as is evident in the time allocations to the different learning areas and mathematics are reigning supreme, because of more time and emphasis given to the learning area in the NCS policy and by the agreement that certain concepts within mathematics that can not be correlated to other learning areas and getting the acceptance from departmental officials when dealing with this statement.

Literature and theories mention previously in this study is arguing for relational and integrated education that can lead to better understanding of student and the mathematics teacher recognize the value thereof, but does not realize the importance of the implementation. That makes the recognition and realization strongly bound and the classification of the mathematics teacher strongly bound. Hence an overall fair integration instead of a curricular desired weak bounded integration.

As mentioned by the mathematics teacher that it might be that he implements integration unconsciously and this could be related to what Runesson (1999) in Assan (2008) mentions as a tacit dimension of the implementation of teaching in action that can be linked to pedagogic content knowledge.

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

of a Master of Education degree.

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