Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics
This paper was prompted by mathematics teachers’ challenges in implementing the proposed framework that centres on teaching for understanding, as opposed to teaching aimed at producing marks as evidence of achievement. Teaching for understanding in mathematics, among other factors, requires the crea...
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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/1292 |
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| _version_ | 1841554147476766720 |
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| author | Satsope Maoto Manare Setati Gabriel Mphuthi |
| author_facet | Satsope Maoto Manare Setati Gabriel Mphuthi |
| author_sort | Satsope Maoto |
| collection | DOAJ |
| description | This paper was prompted by mathematics teachers’ challenges in implementing the proposed framework that centres on teaching for understanding, as opposed to teaching aimed at producing marks as evidence of achievement. Teaching for understanding in mathematics, among other factors, requires the creation of engaging and inclusive learning environments underpinned by teachers’ pedagogical responsiveness to the diverse needs of learners. We investigated pedagogical responsiveness, focusing on the Ukuqonda Institute’s mode of engagement in mathematics. We specifically pursued two research questions: 1) What are the key elements of the Ukuqonda Institute’s mode of engagement in mathematics? and 2) What characterised the pedagogical responsiveness of mathematics educators at the Ukuqonda Institute? We adopted collaborative autoethnography and used two data sets generated from audio recordings captured by the authors. We employed narrative analysis and organised the findings using the characteristics of pedagogical responsiveness as heuristic devices. The findings show that the participants’ pedagogical responsiveness was stimulated by the iterative process of team planning, deliberate implementation, and reflection. The prevalent characteristics were learner interactions, learner focus, inclusivity, dialogue and relationality, knowledge work, social justice, and equity. We recommend that similar studies be conducted targeting pedagogical responsiveness with a focus on other mathematical themes. Furthermore, this study suggests that, to remain pedagogically responsive, there should be constructive alignment among the types of tasks, questions, classroom interactions, and targeted content that underpin mathematics teaching and learning across different educational levels. |
| format | Article |
| id | doaj-art-a330afa649364c079c1d04c9dcec409d |
| 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-a330afa649364c079c1d04c9dcec409d2025-01-08T19:11:54ZengERRCD ForumInterdisciplinary Journal of Sociality Studies2789-56612024-11-014s111310.38140/ijss-2024.vol4.s1.021256Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematicsSatsope Maoto0https://orcid.org/0000-0002-4142-7102Manare Setati1https://orcid.org/0009-0004-6547-6429Gabriel Mphuthi2https://orcid.org/0000-0002-7086-7473University of Limpopo, South Africa University of Limpopo, South Africa University of South Africa, South Africa This paper was prompted by mathematics teachers’ challenges in implementing the proposed framework that centres on teaching for understanding, as opposed to teaching aimed at producing marks as evidence of achievement. Teaching for understanding in mathematics, among other factors, requires the creation of engaging and inclusive learning environments underpinned by teachers’ pedagogical responsiveness to the diverse needs of learners. We investigated pedagogical responsiveness, focusing on the Ukuqonda Institute’s mode of engagement in mathematics. We specifically pursued two research questions: 1) What are the key elements of the Ukuqonda Institute’s mode of engagement in mathematics? and 2) What characterised the pedagogical responsiveness of mathematics educators at the Ukuqonda Institute? We adopted collaborative autoethnography and used two data sets generated from audio recordings captured by the authors. We employed narrative analysis and organised the findings using the characteristics of pedagogical responsiveness as heuristic devices. The findings show that the participants’ pedagogical responsiveness was stimulated by the iterative process of team planning, deliberate implementation, and reflection. The prevalent characteristics were learner interactions, learner focus, inclusivity, dialogue and relationality, knowledge work, social justice, and equity. We recommend that similar studies be conducted targeting pedagogical responsiveness with a focus on other mathematical themes. Furthermore, this study suggests that, to remain pedagogically responsive, there should be constructive alignment among the types of tasks, questions, classroom interactions, and targeted content that underpin mathematics teaching and learning across different educational levels.https://pubs.ufs.ac.za/index.php/ijss/article/view/1292collaborative autoethnographyequivalencemode of engagementnarrative analysispedagogical responsiveness |
| spellingShingle | Satsope Maoto Manare Setati Gabriel Mphuthi Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics Interdisciplinary Journal of Sociality Studies collaborative autoethnography equivalence mode of engagement narrative analysis pedagogical responsiveness |
| title | Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics |
| title_full | Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics |
| title_fullStr | Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics |
| title_full_unstemmed | Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics |
| title_short | Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics |
| title_sort | pedagogical responsiveness focus on the ukuqonda institute s mode of engagement in mathematics |
| topic | collaborative autoethnography equivalence mode of engagement narrative analysis pedagogical responsiveness |
| url | https://pubs.ufs.ac.za/index.php/ijss/article/view/1292 |
| work_keys_str_mv | AT satsopemaoto pedagogicalresponsivenessfocusontheukuqondainstitutesmodeofengagementinmathematics AT manaresetati pedagogicalresponsivenessfocusontheukuqondainstitutesmodeofengagementinmathematics AT gabrielmphuthi pedagogicalresponsivenessfocusontheukuqondainstitutesmodeofengagementinmathematics |