Paper Title :Teaching Content and Pedagogy in Pre-Service Mathematics: Integrationist Versus Separationist Views

Author :Rajendran Govender

Article Citation :Rajendran Govender , (2023 ) " Teaching Content and Pedagogy in Pre-Service Mathematics: Integrationist Versus Separationist Views " , International Journal of Management and Applied Science (IJMAS) , pp. 85-94, Volume-9,Issue-10

Abstract : Currently, there are seemingly no standard teacher education programmes that are offered at the various institutions in South Africa. Each department at the various universitieschoose what they perceive to be the most appropriate method at that institution, taking into consideration the content modules, the staff available, the credit values of the module and the time available.This is mainly a desktop paper which explores mathematics teacher preparation in South African higher educational institutions. The paper is not based entirely on the empirical data obtained. Three different views of how and when content and its related pedagogy should be taught are considered. In preparing the paper, the authors petitioned the views –through interviews and a three-question questionnaire of26 conveniently selected teacher educators, of which 17 responded, but the empirical data was simply used to present some views in order to support the theoretical arguments.This qualitative case study reveals different perspectives exist with no uniform view of how the teaching of mathematics content and pedagogy should be approached during initial teacher training. It is clear, however, that all believe that pedagogy should be built into initial teacher trainingand not exclusively through in-service experiences. Keywords: Mathematics Content; Pedagogy; Integrationist Perspective; Separatist Perspective

Type : Research paper

Published : Volume-9,Issue-10

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