Academic Journal
Pre-service mathematics teachers’ perceptions based on two differing mathematically underpinned debates
| العنوان: | Pre-service mathematics teachers’ perceptions based on two differing mathematically underpinned debates |
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| المؤلفون: | Belinda Cornelissen, Cyril M. Julie |
| المصدر: | Pythagoras, Vol 45, Iss 1, Pp e1-e6 (2024) |
| بيانات النشر: | AOSIS, 2024. |
| سنة النشر: | 2024 |
| المجموعة: | LCC:Mathematics LCC:Theory and practice of education |
| مصطلحات موضوعية: | authority of research, trustworthiness of information, economic empowerment, mathematics, teachers, perceptions., Mathematics, QA1-939, Theory and practice of education, LB5-3640 |
| الوصف: | This study explores how pre-service mathematics teachers build alternative model simulations of real-world scenarios. Inclusion in the formal structures for wealth generation and accumulation is a fervently debated issue in South Africa. Share owning in companies listed on the Johannesburg Stock Exchange (JSE) in South Africa is one of many wealth-building tools. Related discussions evolved on the spread of share ownership among black and white citizens. Two mathematically motivated positions were reported in a newspaper. In one of their mathematics courses, prospective mathematics teachers were presented with the article and asked to reflect on it with the prompt 'Which of these two methods for determining the "number of Black South Africans holding shares on the JSE" would your group support?' Audio- and video-recorded data were collected and subjected to thematic analysis. The themes that emerged from the analysis were economic empowerment, authority of research and trustworthiness of information. The discussions reflected on the complexities and rationalities involved in decision-making of mathematically driven opposing positions on issues of social importance. The mathematically derived results of such issues will eventually be resolved in the political field. The findings revealed that building of alternative mathematical models by pre-service mathematics teachers begins with an explicit problem setting, followed by the development of mathematical models that included real-world problems. Contribution: This article contributes to pre-service mathematics teacher education by exploring how such teachers deal with the issue of critical engagement of mathematically based arguments, highlighted in the Curriculum Assessment and Policy Standards (CAPS) document for school mathematics. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English |
| تدمد: | 1012-2346 2223-7895 |
| Relation: | https://pythagoras.org.za/index.php/pythagoras/article/view/789; https://doaj.org/toc/1012-2346; https://doaj.org/toc/2223-7895 |
| DOI: | 10.4102/pythagoras.v45i1.789 |
| URL الوصول: | https://doaj.org/article/0959576fca644bbd92276fad615d783a |
| رقم الانضمام: | edsdoj.0959576fca644bbd92276fad615d783a |
| قاعدة البيانات: | Directory of Open Access Journals |
| تدمد: | 10122346 22237895 |
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| DOI: | 10.4102/pythagoras.v45i1.789 |