Abstract
Research has documented the prevalence of lessons characterised by homework check, followed by teacher lecture and demonstration, followed in turn, by learner practice sequence of classroom instructional activities in our classrooms. This sequence of classroom activities does not allow for the development of sound mathematics practices and mathematical proficiency. Meanwhile, curriculum reforms in South Africa as well as in other parts of the world recommend classroom activities where teachers create opportunities for, listen to and extend learners. This paper presents a sequence of activities to be used in the teaching of geometry and surface areas of solid shapes in a grade 8 classroom. The sequence portrays the teaching of these concepts as an investigative rather than instructive process.
Highlights
Rasheed SanniResearch has documented the prevalence of lessons characterised by homework check, followed by teacher lecture and demonstration, followed in turn, by learner practice sequence of classroom instructional activities in our classrooms
Outcomes-based education (OBE) is the foundation for Curriculum 2005 (C2005) in South Africa, and guides curriculum development and learning outcomes based on critical and developmental outcomes
The foregoing scenario is an illustration of application of Abraham’s (1997) learning cycle in the planning and implementation of mathematics lessons. It is widely used in science teaching, it is useful in teaching mathematics
Summary
Research has documented the prevalence of lessons characterised by homework check, followed by teacher lecture and demonstration, followed in turn, by learner practice sequence of classroom instructional activities in our classrooms. This sequence of classroom activities does not allow for the development of sound mathematics practices and mathematical proficiency. Curriculum reforms in South Africa as well as in other parts of the world recommend classroom activities where teachers create opportunities for, listen to and extend learners. This paper presents a sequence of activities to be used in the teaching of geometry and surface areas of solid shapes in a grade 8 classroom. The sequence portrays the teaching of these concepts as an investigative rather than instructive process
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