Record Details

The nature and quality of the mathematical connections teachers make


Field Value
Title The nature and quality of the mathematical connections teachers make
Creator Mhlolo, Michael K. Venkat, Hamsa Schäfer, Marc
Subject Education; Mathematics Education instructional strategies; mathematical connections; representations; teacher support
Description Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher’s role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers’ representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers’ representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners’ opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.
Publisher AOSIS Publishing
Contributor Department for International Development
Date 2012-05-16
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — case study
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/pythagoras.v33i1.22
Source Pythagoras; Vol 33, No 1 (2012); 9 pages 2223-7895 1012-2346
Language eng
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Coverage — — 2 male, 2 female high school mathematics teachers
Rights Copyright (c) 2012 Michael K. Mhlolo, Hamsa Venkat, Marc Schäfer