Article Sidebar

Download
PDF
Statistic
Read Counter : 474 Download : 372

Downloads

Download data is not yet available.

Main Article Content

Abstract

This paper is based on an argument that the disruption of school spaces can demerit the myth that Mathematics is difficult and a struggle for learners in some contexts. Combining spatial theories and the phenomenon of disruption, the paper reports from a qualitative research project that analyzed the dynamics of space and place in South African schools. From a sample of two secondary schools and three primary schools in Tshwane South, the paper reports on the data from one school where the theme of disruption of school spaces for the teaching of mathematics was drawn. Two Mathematics teachers and one Head of Department (HoD) were interviewed in the school and one classroom was observed. The findings indicate that the disruption of school spaces leads to collaboration across post levels in terms of teaching, management, and personal professional development. Such collaboration disrupts the representations of space and improves teachers’ spatial practices and a potential for better learning. The paper concludes by recommending research that will explore the applicability of the conclusions it makes to the enhancement of Mathematics learners’ results.

Keywords

Collaboration Disruption Mathematics Pedagogical Spatial Practices

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Jojo, Z., & Madikizela-Madiya, N. (2022). Disrupting school spaces to enhance mathematics teaching and learning. Journal on Mathematics Education, 13(1), 87–102. https://doi.org/10.22342/jme.v13i1.pp87-102
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Anthony, G., & Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view from the West. Journal of Mathematics Education, 2(2), 147–164. https://educationforatoz.com/images/_9734_12_Glenda_Anthony.pdf
  2. Arends, F., Winnaar, L., & M. Mosimege. (2017). Teacher classroom practices and mathematics performance in South African schools: A reflection on TIMSS 2011. South African Journal of Education, 37(3), 1–11. https://doi.org/10.15700/saje.v37n3a1362
  3. Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559. https://doi.org/10.46743/2160-3715/2008.1573
  4. Benade, L. (2021). Theoretical approaches to researching learning spaces. New Zealand Journal of Educational Studies, 56(Suppl 1), S11–S26. https://doi.org/10.1007/s40841-020-00191-z
  5. Bethell, G. (2016). Mathematics education in Sub-Saharan Africa: Status, challenges, and opportunities. Washington: World Bank. http://hdl.handle.net/10986/25289
  6. Bligh, B., & Crook, C. (2017). Learning spaces. In E. Duval, M. Sharples & R. Sutherland (Eds.), Technology enhanced learning: Research themes (pp. 1–21). New York: Springer. https://doi.org/10.1007/978-3-319-02600-8_7
  7. Boaler, J. (2014). Research suggests that timed tests cause math anxiety. Teaching Children Mathematics, 20(8), 469-474. https://doi.org/10.5951/teacchilmath.20.8.0469
  8. Briesch, A. M., Volpe, R. J., & Floyd, R. G. (2018). School based observation: A practical guide to assessing student behavior. NY: Guilford.
  9. Byers, T., Imms, W., & Hartnell-Young. (2014). Making the case for space: The effect of learning spaces on teaching and learning. Curriculum and Teaching, 29(1), 5–19. https://doi.org/10.7459/ct/29.1.02
  10. Cohen, L., Manion, L., & Morrison, K. (2017). Observation. In Cohen, L., Manion, L., & Morrison, K. Research Methods in Education. PP 21, NY: Routledge.
  11. Dewey, J. (2011). The school and society & The child and the curriculum. New York: Dover Publications.
  12. Dumont, H., Instance, D., & Benavides, F. (2010). The nature of learning: Using research to inspire practice. Educational Research and Innovation. OECD Publishing. https://www.oecd.org/education/ceri/thenatureoflearningusingresearchtoinspirepractice.htm
  13. Edwards, R., & Usher, R. (2003). Putting space back on the map of learning. In R. Edwards & R. Usher (Eds.), Space, curriculum, and learning. Greenwich: Information Age Publishing. http://www.infoagepub.com/products/Space-Curriculum-and-Learning
  14. Forster, E. S. (1947). The Style of Aeschylus. By FR Earp. Pp. 175. Cambridge: University Press, 1948. 12s. 6d. The Journal of Hellenic Studies, 67, 139-139. https://doi.org/10.2307/626795
  15. Gulson, K. N., & Symes, C. (2007). Knowing one’s place: Space, theory, education. Critical Studies in Education, 48(1), 97–110. https://doi.org/10.1080/17508480601123750
  16. Graven, M. (2015). Strengthening maths learning dispositions through ‘math clubs. South African Journal of Childhood Education, 5(3), Art. #342. http://dx.doi.org/10.4102/sajce.v5i3.342
  17. Hedberg, J. G. (2011). Towards a disruptive pedagogy: Changing classroom practice with technologies and digital content. Educational Media International, 48(1), 1-16, http://dx.doi.org/10.1080/09523987.2011.549673
  18. Hempel-Jorgensen, A. (2015) Learner agency and social justice: What can creative pedagogy contribute to socially just pedagogies? Pedagogy, Culture & Society, 23(4), 531–554. http://dx.doi.org/10.1080/14681366.2015.1082497
  19. Ingram, N. (2018). Who a student sits near to in maths: Tension between social and mathematical identities? Paper presented in the Mathematics Education Research Group of Australasia Conference, 28 June–1 July 2018, University of Queensland, St Lucia, Australia. https://files.eric.ed.gov/fulltext/ED503747.pdf#page=261
  20. Kellock, A., & Sexton, J. (2018). Whose space is it anyway? Learning about space to make space to learn. Children's Geographies, 16(2), 115-127. http://dx.doi.org/10.1080/14733285.2017.1334112
  21. Kennedy, N. S. (2018). Towards a Wider Perspective: Opening a Philosophical Space in the Mathematics Curriculum. In: Ernest P. (eds), The Philosophy of Mathematics Education Today. ICME-13 Monographs (pp. 309-320). Cham: Springer. https://doi.org/10.1007/978-3-319-77760-3_19
  22. Kenway, J., Willis, S., Blackmore, J., & Rennie, L. (1994). Making ‘hope practical’ rather than ‘despair convincing’: Feminist post‐structuralism, gender reform and educational change. British Journal of Sociology of Education, 15(2), 187-210. https://doi.org/10.1080/0142569940150203
  23. LeCompte, M. D., & Goetz, J. P. (1982). Ethnographic data collection in evaluation research. Educational Evaluation and Policy Analysis, 4(3), 387-400. https://doi.org/10.3102/01623737004003387
  24. Lefebvre, H. (1991). The Production of Space. Translated by D. Nicolson-Smith. Oxford: Blackwell.
  25. Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27(2), 165-179. https://doi.org/10.1016/j.adolescence.2003.11.003
  26. Massey, D. (2005). For space. London: Sage.
  27. McGregor, J. (2003). Spatiality and teacher workplace cultures. In R. Edwards & R. Usher (Eds.). Space, curriculum, and learning. Greenwich: Information Age Publishing.
  28. Mills, M. (1997). Towards a disruptive pedagogy: Creating spaces for student and teacher resistance to social injustice. International Studies in Sociology of Education, 7(1), 35–55. https://doi.org/10.1080/09620219700200004
  29. Monahan, T. (2002). Flexible space & built pedagogy: Emerging IT embodiments. Invento, 4(1), 1–19. https://publicsurveillance.com/papers/Built%20Pedagogy.pdf
  30. Mun, R. U., & Hertzog, N. B. (2018). Teaching and learning in STEM enrichment spaces: From doing math to thinking mathematically. Roeper Review, 40(2), 121–129. https://doi.org/10.1080/02783193.2018.1434713
  31. Peel, K. L. (2020). A beginner's guide to applied educational research using thematic analysis. Practical Assessment, Research, and Evaluation, 25, Article 2. https://doi.org/10.7275/ryr5-k983
  32. Peters, T. (1992). Liberation management: Necessary disorganizations for the nanosecond nineties. London: Macmillan.
  33. Roberts, N., & Venkat, H. (2016). Learning from disruptive classroom behavior in a Grade 2 mathematics lesson. South African Journal of Childhood Education, 6(1), a37. http://dx.doi.org/10.4102/sajce.v6i1.377
  34. Stevenson, M., & Hedberg, J. G. (2011). Head in the clouds: A review of current and future potential for cloud-enabled pedagogies. Educational Media International, 48(4), 321–333. https://doi.org/10.1080/09523987.2011.632279
  35. Stols, G., Ferreira, R., Pelser, A., Olivier, W. A., Van der Merwe, A., De Villiers, C., Venter, S. (2015). Perceptions and needs of South African Mathematics teachers concerning their use of technology for instruction. South African Journal of Education, 35(4), Art 1209, https://doi.org/1-13. 10.15700/saje.v35n4a1209
  36. Strange, C. C., & Banning, J. H. (2015). Designing for learning: Creating campus environments for student success (2nd ed.). San Francisco, CA: Jossey-Bass.
  37. Tikly, L., Joubert, M., Barret, A.M., Bainton, D., Cameron, L., & Doyle, H. (2018). Supporting secondary school STEM education for Sustainable Development in Africa. Paper commissioned by the MasterCard Foundation from the University of Bristol. Available from http://www.bristol.ac.uk/media-library/sites/education/documents/Supporting%20Secondary%20School%20STEM%20Education%20for%20Sustainabale%20Development%20in%20Africa.pdf