Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study
This qualitative particularistic case study explores the perspectives and experiences of learners with visual and hearing impairments regarding the teaching of mathematics. Extreme-case sampling was employed to select four learners (three hearing impaired and one visually impaired) from the only two...
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| Format: | Article |
| Language: | English |
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ERRCD Forum
2024-11-01
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| Series: | Interdisciplinary Journal of Sociality Studies |
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| Online Access: | https://pubs.ufs.ac.za/index.php/ijss/article/view/1291 |
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| author | Leena Ngonyofi Kanandjebo |
| author_facet | Leena Ngonyofi Kanandjebo |
| author_sort | Leena Ngonyofi Kanandjebo |
| collection | DOAJ |
| description | This qualitative particularistic case study explores the perspectives and experiences of learners with visual and hearing impairments regarding the teaching of mathematics. Extreme-case sampling was employed to select four learners (three hearing impaired and one visually impaired) from the only two inclusive secondary schools in the northern part of Namibia. The study qualitative study utilised open-ended questionnaires and interviews. Verbatim quotes from the research participants were used as inferences to identify descriptors within the first-generation Cultural Historical Activity Theory, which served as a theoretical and analytical tool. The findings revealed that the activity system of learners with visual and hearing impairments exhibited tensions that negatively affected their performance in mathematics. Learners experienced marginal responsive pedagogy in mathematics classrooms due to teachers' lack of knowledge and pedagogical skills for delivering meaningful mathematical instruction. While learners without disabilities struggled with comprehension and effective communication skills, learners with visual and hearing impairments faced a lack of equipment to support the conceptualisation and visualisation of mathematical subject content. The authors emphasise the critical importance of addressing communication barriers and adapting teaching practices to support the learning and inclusion of visually and hearing-impaired learners in mathematics, with an emphasis on mathematical language that promotes a better understanding of mathematical concepts. Teacher training should also incorporate responsive pedagogy to enhance outcomes and foster a more inclusive learning environment that promotes academic success and positive social experiences for all learners. Recommendations at a policy level, including advocating for a decolonised curriculum were made. |
| format | Article |
| id | doaj-art-26dd723adca048088cdd6f8ea2a19a54 |
| institution | Kabale University |
| issn | 2789-5661 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | ERRCD Forum |
| record_format | Article |
| series | Interdisciplinary Journal of Sociality Studies |
| spelling | doaj-art-26dd723adca048088cdd6f8ea2a19a542025-01-08T19:11:55ZengERRCD ForumInterdisciplinary Journal of Sociality Studies2789-56612024-11-014s111310.38140/ijss-2024.vol4.s1.041255Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case studyLeena Ngonyofi Kanandjebo0https://orcid.org/0000-0001-7121-8494University of Namibia, NamibiaThis qualitative particularistic case study explores the perspectives and experiences of learners with visual and hearing impairments regarding the teaching of mathematics. Extreme-case sampling was employed to select four learners (three hearing impaired and one visually impaired) from the only two inclusive secondary schools in the northern part of Namibia. The study qualitative study utilised open-ended questionnaires and interviews. Verbatim quotes from the research participants were used as inferences to identify descriptors within the first-generation Cultural Historical Activity Theory, which served as a theoretical and analytical tool. The findings revealed that the activity system of learners with visual and hearing impairments exhibited tensions that negatively affected their performance in mathematics. Learners experienced marginal responsive pedagogy in mathematics classrooms due to teachers' lack of knowledge and pedagogical skills for delivering meaningful mathematical instruction. While learners without disabilities struggled with comprehension and effective communication skills, learners with visual and hearing impairments faced a lack of equipment to support the conceptualisation and visualisation of mathematical subject content. The authors emphasise the critical importance of addressing communication barriers and adapting teaching practices to support the learning and inclusion of visually and hearing-impaired learners in mathematics, with an emphasis on mathematical language that promotes a better understanding of mathematical concepts. Teacher training should also incorporate responsive pedagogy to enhance outcomes and foster a more inclusive learning environment that promotes academic success and positive social experiences for all learners. Recommendations at a policy level, including advocating for a decolonised curriculum were made.https://pubs.ufs.ac.za/index.php/ijss/article/view/1291inclusive education social equalitymathematics teachingvisual impairmenthearing impairment |
| spellingShingle | Leena Ngonyofi Kanandjebo Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study Interdisciplinary Journal of Sociality Studies inclusive education social equality mathematics teaching visual impairment hearing impairment |
| title | Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study |
| title_full | Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study |
| title_fullStr | Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study |
| title_full_unstemmed | Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study |
| title_short | Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study |
| title_sort | pedagogical responsiveness of mathematics instruction at inclusive secondary schools a particularistic case study |
| topic | inclusive education social equality mathematics teaching visual impairment hearing impairment |
| url | https://pubs.ufs.ac.za/index.php/ijss/article/view/1291 |
| work_keys_str_mv | AT leenangonyofikanandjebo pedagogicalresponsivenessofmathematicsinstructionatinclusivesecondaryschoolsaparticularisticcasestudy |