Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/5634
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dc.contributor.advisorBrijlall, Deonarian-
dc.contributor.advisorThamae, Mamothibe-
dc.contributor.authorZulu, Sibongileen_US
dc.date.accessioned2024-10-17T10:14:03Z-
dc.date.available2024-10-17T10:14:03Z-
dc.date.issued2023-11-
dc.identifier.urihttps://hdl.handle.net/10321/5634-
dc.descriptionA thesis submitted in fulfillment for the Doctor of Philosophy in Education, Durban University of Technology, Durban, South Africa, 2023.en_US
dc.description.abstractThe study set to respond to calls for research in multilingual mathematics teacher training classrooms with the intention to advance the quality of mathematics preservice teachers (PSTs) content knowledge and improve mathematics education for school learners. In this qualitative study, the pedagogical content knowledge (PCK) of PSTs in one of the universities in the KwaZulu Natal Province in South Africa was explored. This was to understand how it guides their choice of examples for teaching analytical geometry in multilingual classrooms. Grade 11 analytical geometry lesson plans of 21 PSTs who had been given an analytical geometry test were analysed. The test was to investigate the PSTs content knowledge, which is a basis for PCK, and the lesson plans were analysed to examine the PSTs PCK from the way they structure their lesson objectives and choice of examples. Semi-structured verification interviews were conducted to follow up on both the test responses and lesson plan content, mainly the choice of examples. The domains and subdomains of the Shulman’s PCK born Mathematics Teacher’s Specialised Knowledge (MTSK) model and patterns of variation from the variation theory were used as the theoretical framework, which also guided the analytical framework. The study established that the PSTs had limited content knowledge, and PCK for teaching analytical geometry at Grade 11. The limited knowledge was seen in the way the PSTs relied on procedures for problem solving rather than conceptual understanding, and for this reason they chose procedural examples for teaching the topic. The study also found that the language of learning and teaching affects the PSTs ability to explain concepts in their problem solving, and this also affects their examples choice. Interview responses confirmed that the PSTs are not cognizant of the use of language in their example choice. Therefore, PSTs in multilingual teacher training must be explicitly taught to choose examples and consider learners in multilingual classrooms.en_US
dc.format.extent226 pen_US
dc.language.isoenen_US
dc.subjectPedagogical content knowledgeen_US
dc.subjectPreservice teachersen_US
dc.subjectMultilingual mathematics classroomsen_US
dc.subjectAnalytical geometryen_US
dc.subjectExemplificationen_US
dc.subjectPatterns of variationen_US
dc.subjectObject of learningen_US
dc.subjectLanguage of learning and teachingen_US
dc.subjectOpportunities for learningen_US
dc.subject.lcshMathematics--Study and teachingen_US
dc.subject.lcshPedagogical content knowledgeen_US
dc.subject.lcshStudent teachersen_US
dc.subject.lcshGeometry, Analytic--Study and teachingen_US
dc.titleThe role of pedagogical content knowledge in preservice teachers’ choice of examples to create opportunities for learning analytical geometry in KwaZulu-Natal multilingual classroomsen_US
dc.typeThesisen_US
dc.description.levelDen_US
dc.identifier.doihttps://doi.org/10.51415/10321/5634-
local.sdgSDG10en_US
local.sdgSDG11en_US
item.fulltextWith Fulltext-
item.openairetypeThesis-
item.languageiso639-1en-
item.grantfulltextopen-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
Appears in Collections:Theses and dissertations (Arts and Design)
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