Opportunities to develop mathematical proficiency in Grade 6 mathematics classrooms in KwaZulu-Natal
Noor Ally, Iben Maj Christiansen
Source record
Source: Crossref
Published: Oct 31, 2013
DOI: 10.38140/pie.v31i3.1821
Open original source ↗Source abstract
In this article, we propose a rubric for assessing the teacher’s provision of opportunities to develop mathematical proficiency in classrooms. The rubric is applied to data from 30 video recordings of mathematics lessons taught in Grade 6 in one district of KwaZulu-Natal. The results suggest that opportunities to develop procedural fluency are common, but generally of a low quality; that opportunities to develop conceptual understanding are present in about half the lessons, but also are not of a high quality; and that overall opportunities to develop mathematical proficiency are limited, because learners are not engaging in adaptive reasoning, hardly have any opportunities to develop a productive disposition, and seldom are given the opportunity to engage in problem-solving which could develop their strategic competence.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.