Abstract
This study looked at how a group of South African secondary school mathematics teachers regarded the concept of gradient (slope). Results are reported from nine free-response items on a paper-and-pencil test administered to practising teachers who were pursuing qualifications to teach Grades 10–12 mathematics through an Advanced Certificate in Education (ACE) programme. The findings suggest that teachers’ understanding of gradient varies greatly. A number of teachers in the study demonstrated very little to no understanding of this important concept, whilst others demonstrated a strong understanding of gradient and were able to conceptualise it in many different ways. Implications for teacher professional development are considered.
Highlights
Adoption of a new curriculum in mathematics in South Africa (Department of Education, 2003) brought with it the need for more appropriately qualified teachers to teach Grades 10–12 mathematics
Whilst policy changes have had less impact on private schools, the shortage of qualified mathematics teachers in public schools, those in rural areas, has been labelled ‘critical’ by Adler and Davis (2006), who provide a succinct overview of the history of teacher education in South Africa
Though, they emphasise the idea that the majority of practising teachers from historically disadvantaged groups face the challenge of having training in mathematics that constituted a three-year certification, and entered their careers with limited mathematics content knowledge
Summary
Adoption of a new curriculum in mathematics in South Africa (Department of Education, 2003) brought with it the need for more appropriately qualified teachers to teach Grades 10–12 mathematics. Whilst policy changes have had less impact on private schools, the shortage of qualified mathematics teachers in public schools, those in rural areas, has been labelled ‘critical’ by Adler and Davis (2006), who provide a succinct overview of the history of teacher education in South Africa. Though, they emphasise the idea that the majority of practising teachers from historically disadvantaged groups face the challenge of having training in mathematics that constituted a three-year certification, and entered their careers with limited mathematics content knowledge. This has created an urgent need for these teachers to become re-certificated in mathematics content knowledge
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