Original Research

The development of a professional development intervention for mathematical problem-solving pedagogy in a localised context

Brantina Chirinda, Patrick Barmby
Pythagoras | Vol 38, No 1 | a364 | DOI: https://doi.org/10.4102/pythagoras.v38i1.364 | © 2017 Brantina Chirinda, Patrick Barmby | This work is licensed under CC Attribution 4.0
Submitted: 19 December 2016 | Published: 30 June 2017

About the author(s)

Brantina Chirinda, Division of Mathematics Education, Wits School of Education, University of Witwatersrand, South Africa
Patrick Barmby, Division of Mathematics Education, Wits School of Education, University of Witwatersrand, South Africa


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Abstract

This article reports on the design and findings of the first iteration of a classroom-based design research project which endeavours to design a professional development intervention for teachers’ mathematical problem-solving pedagogy. The major outcome of this study is the generation of design principles that can be used by other researchers developing a professional development (PD) intervention for mathematical problem-solving pedagogy. This study contributes to the mathematical problem-solving pedagogy and PD body of knowledge by working with teachers in an under-researched environment (an informal settlement in Gauteng, South Africa). In this iteration, two experienced Grade 9 mathematics teachers and their learners at a public secondary school in Gauteng, South Africa, participated in a 6-month intervention. Findings from the data are discussed in light of their implications for the next cycle and other PD studies.

Keywords

design-based research; mathematical problem solving pedagogy; professional development intervention

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Crossref Citations

1. South African Grade 9 Mathematics Teachers’ Views on the Teaching of Problem Solving
Brantina Chirinda, Patrick Barmby
African Journal of Research in Mathematics, Science and Technology Education  vol: 22  issue: 1  first page: 114  year: 2018  
doi: 10.1080/18117295.2018.1438231