Teachers’ mathematical knowledge for teaching computer in selected secondary schools of Kasama district.
| dc.contributor.author | Mulenga, Serah | |
| dc.date.accessioned | 2024-08-26T09:54:47Z | |
| dc.date.available | 2024-08-26T09:54:47Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Master of Education in Mathematics Education. | |
| dc.description.abstract | Mathematics is considered to be one of the most important school subjects in the curriculum worldwide. However, the pass rate for mathematics in Zambian secondary schools is very low. Reports have indicated that some of the challenges faced by candidates in mathematics could be attributed to pedagogical issues as well as lack of teaching and learning materials. In 2013 Zambia through the Ministry of Education Science, Vocational Training and Early Education (MESVTEE) revised the Zambian Education Curriculum which brought about the alignment of topics according to content and process domains and the introduction of new topics. Among the various topics introduced in mathematics, Computer and Calculator was one of them at both junior and senior secondary school levels. The first cohort to write the final examinations under the revised curriculum was the 2015 intake for grade 9s and the 2016 intake for grade 12s. Since then it has always been reported that candidates have continued exhibiting weaknesses in answering this topic (Computer). This study was therefore undertaken to explore teachers’ mathematical knowledge for teaching computer and establish how it influences their instructional strategies. A sample of three teachers from three different schools were purposively selected and in order to probe deeply, analyse thoroughly and get an in depth and detailed understanding of the phenomena under review. The study adopted the qualitative research methods approach which followed a descriptive case study design. Data was collected using lesson observations, open-ended questionnaires and semi-structured interviews. Data was analysed thematically with the help of Ball et al (2008) domains of Mathematical knowledge for Teaching (MKT). Although, all the three teachers showed competences in teaching computer, some variations in terms of the depth of PCK were observed. Two of them made some minor mistakes when teaching the topic to grade 11 learners. Some of their mistakes noted in the topic were: incorrect use of elements of a flowchart (shapes), writing the formula in flowchart without showing operation signs according to computer demands, writing formula in flowcharts with ordinary multiplication and division signs, instead of a star (*) and slash (/) respectively, failure to properly guide learners on indenting, just to mention but a few. It was recommended that, Secondary schools should intensify School Based Continuing Professional Development (SBCPD) so that teachers of mathematics can share knowledge regarding teaching of the topic computer at secondary school level. Key words: Computer, Algorithms, Mathematical Knowledge for Teaching (MKT), Instructional strategies. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8803 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.subject | Research Subject Categories::MATHEMATICS::Algebra, geometry and mathematical analysis::Mathematical logic | |
| dc.subject | Research Subject Categories::MATHEMATICS::Algebra, geometry and mathematical analysis | |
| dc.subject | Research Subject Categories::MATHEMATICS::Applied mathematics | |
| dc.title | Teachers’ mathematical knowledge for teaching computer in selected secondary schools of Kasama district. | |
| dc.type | Thesis |