Journals Information
Universal Journal of Educational Research Vol. 8(11), pp. 5414 - 5424
DOI: 10.13189/ujer.2020.081144
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South African Teachers' Beliefs and the Use of Manipulatives to Resolve the Concept-Symbol Schism in Mathematics Learning
Mantlhake J. Maboya 1, Loyiso C. Jita 2, Godsend T. Chimbi 2,*
1 Department of Basic Education, Pretoria, South Africa
2 Faculty of Education, School of Mathematics, Natural Sciences and Technology Education, University of the Free State, South Africa
ABSTRACT
Many teachers of mathematics continue to struggle with the resolution of the concept-symbol schism for their learners, in part because the understanding of one depends on the other. Research has shown the benefits of using manipulatives to concretize abstract mathematical concepts and symbols, leading to the development of mathematics laboratories as an innovation to improve classroom pedagogical practice. This study examined mathematics teachers' beliefs about the use of manipulatives as instructional tools for learning. Using social constructivism and critical theory as the illuminating lens, primary school mathematics teachers in the Free State, South Africa, were case studied teaching 12-year-old Grades 6 learners in the context of newly established mathematics laboratories in their schools. Document analysis, semi-structured interviews and participatory lesson observations were used to gather data. The belief that mathematics is a difficult subject seemed prevalent and teachers largely used manipulatives in a mechanical manner which did not help to transcend the concrete representation of ideas. Despite the availability of well-resourced mathematics laboratories, the concept-symbol schism appeared unresolved in learners' minds. Teachers struggled to utilize the manipulatives to facilitate learners' cognitive transition from concrete to pictorial and abstract representations. Continuous professional development and lesson studies are recommended to help improve mathematics teachers' content mastery and the use of manipulatives to nurture learners' understanding of abstract concepts and symbols.
KEYWORDS
Teacher Beliefs, Concept-Symbol Schism, Manipulatives, Pedagogy, Mathematics Laboratory, Concrete-Pictorial-Abstract Representations, Critical Theory
Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Mantlhake J. Maboya , Loyiso C. Jita , Godsend T. Chimbi , "South African Teachers' Beliefs and the Use of Manipulatives to Resolve the Concept-Symbol Schism in Mathematics Learning," Universal Journal of Educational Research, Vol. 8, No. 11, pp. 5414 - 5424, 2020. DOI: 10.13189/ujer.2020.081144.
(b). APA Format:
Mantlhake J. Maboya , Loyiso C. Jita , Godsend T. Chimbi (2020). South African Teachers' Beliefs and the Use of Manipulatives to Resolve the Concept-Symbol Schism in Mathematics Learning. Universal Journal of Educational Research, 8(11), 5414 - 5424. DOI: 10.13189/ujer.2020.081144.