These findings are important for advancing teacher and curriculum development.Īlthough 18 years have passed since the first democratic elections in South Africa, schools are still unequally resourced (Chisholm & Sujee, 2006 Soudien, 2004). Interview data suggest that the incorporation of such visual tools came about as a result of teachers’ reflecting in action. For example, one master teacher used a stick with coloured rubber bands to teach rotation about a point another master teacher used various colours and lines on an interactive smart board to teach number patterns and a third used hand gestures to demonstrate the direction of the gradient of a line. The findings suggest that each master teacher incorporated the use of visual tools in order to make mathematical concepts easier to understand for the learners. The study was framed within Schön’s theory of teacher reflection. The study was undertaken within a qualitative, interpretive paradigm. After each master teacher interview had been analysed, one focus group interview was conducted with learners at each school. All the video recordings were analysed, after which each master teacher was interviewed. Each master teacher was observed at least three times. Master teachers were asked to complete a questionnaire, and they were observed and recorded whilst teaching mathematics lessons. They are experienced teachers with the potential to mentor new teachers. Master teachers in this study are expert teachers identified by the KwaZulu-Natal Department of Education. Research was conducted with six ‘master teachers’ to explore the use of visual tools. diagrams, gestures, the use of colour, et cetera) in classrooms. Research has shown that the use of visual tools in mathematics classrooms is beneficial, but what we do not know is how South African teachers negotiate the use of visual tools (e.g.
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