Secondary teachers’ mathematics knowledge for teaching quadratic equations : a case of selected secondary schools in Katete district.

Item

Title
en Secondary teachers’ mathematics knowledge for teaching quadratic equations : a case of selected secondary schools in Katete district.
Creator
Mbewe, Titus L.
Date
2020-07-20T08:18:49Z
Date Available
2020-07-20T08:18:49Z
Date Issued
2019
Abstract
en The purpose of the study was to explore teachers‟ mathematical knowledge for
teaching quadratic equations. The study had three specific objectives: (1) to
determine teachers‟ subject matter knowledge for teaching quadratic equations, (2)
To assess strategies used by teachers in teaching quadratic equations and (3) To
examine how teachers address pupils‟ errors and misconceptions related to quadratic
equations. This was a qualitative study involving three participants and data was
collected in form of semi-structured interviews, classroom observations and
questionnaires. Data was analysed using analytical coding in which the researcher
identified the conceptual categories into which the phenomena observed were
grouped. The study revealed that secondary school teachers possess adequate
subject matter knowledge for teaching quadratic equations which was limited to
procedural understanding. Subject matter was more influential in the delivery of the
lesson than didactic knowledge and knowledge of learner conceptions. The teachers
mathematical knowledge for teaching ability to generate different solutions, to
address pupils‟ difficulties and misconceptions and to choose appropriate examples
to teach quadratic equations were based on the depth of the subject matter which
played a critical role in their reasoning and decision making in specific contexts.
The participants provided a wide range of instances of pupils‟ errors in learning how
to solve quadratic equations but they were unable to detect the root cause of these
errors the study recommended that mathematics teachers need to be encouraged to
present lessons in such a way that procedural understanding is supplemented by
conceptual understanding of concepts.
uri
http://dspace.unza.zm/handle/123456789/6246
Language
en en
Publisher
en The University of Zambia Press
Subject
en Mathematical knowledge for teaching,
Type
en Article