{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/8214"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/8214","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"An investigation into the teaching and learning of shape and space concepts in the reception year","abstract":"This study focuses on Reception Year teachers' classrooms. It investigates the state of Numeracy teaching, specifically Shape and Space, teaching at the earliest level of the formal school programme. The study focuses on six Reception Year teachers from a range of school sin the Cape Peninsula. Through the medium of in-depth interviews, questionnaires and classroom observations these teachers' perceptions of the new curriculum and Outcomes-Based Education was probed. Teachers were observed to ascertain how learning was mediated so that children could make meaning of Shape and Space concepts. The findings show a reasonable consistency in the teaching appraoches of these educators. The majoritn of teachers admitted insecurity in the field of mathematics teaching, specifically Geometry. In general, they showed little conceptual knowledge, which often resulted in practical, integrated teaching methods which did not extend their learners' conceptual knowledge.","abstract_html":"This study focuses on Reception Year teachers' classrooms. It investigates the state of Numeracy teaching, specifically Shape and Space, teaching at the earliest level of the formal school programme. The study focuses on six Reception Year teachers from a range of school sin the Cape Peninsula. Through the medium of in-depth interviews, questionnaires and classroom observations these teachers' perceptions of the new curriculum and Outcomes-Based Education was probed. Teachers were observed to ascertain how learning was mediated so that children could make meaning of Shape and Space concepts. The findings show a reasonable consistency in the teaching appraoches of these educators. The majoritn of teachers admitted insecurity in the field of mathematics teaching, specifically Geometry. In general, they showed little conceptual knowledge, which often resulted in practical, integrated teaching methods which did not extend their learners' conceptual knowledge.","abstract_has_math":false,"creators":["Lombard, Ana Paula"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Breen, Chris"],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006","date_published":"2006","updated_at":"2026-07-24T01:33:42Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/8214","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Breen, Chris"]},{"key":"dc:creator","label":"Author","values":["Lombard, Ana Paula"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-10-06T12:12:28Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-10-06T12:12:28Z"]},{"key":"dc:date.issued","label":"Date","values":["2006"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/8214"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study focuses on Reception Year teachers' classrooms. It investigates the state of Numeracy teaching, specifically Shape and Space, teaching at the earliest level of the formal school programme. The study focuses on six Reception Year teachers from a range of school sin the Cape Peninsula. Through the medium of in-depth interviews, questionnaires and classroom observations these teachers' perceptions of the new curriculum and Outcomes-Based Education was probed. Teachers were observed to ascertain how learning was mediated so that children could make meaning of Shape and Space concepts. The findings show a reasonable consistency in the teaching appraoches of these educators. The majoritn of teachers admitted insecurity in the field of mathematics teaching, specifically Geometry. In general, they showed little conceptual knowledge, which often resulted in practical, integrated teaching methods which did not extend their learners' conceptual knowledge."]},{"key":"dc:title","label":"Title","values":["An investigation into the teaching and learning of shape and space concepts in the reception year"]}]}],"canonical_facts":{"dc:contributor.advisor":["Breen, Chris"],"dc:creator":["Lombard, Ana Paula"],"dc:date.accessioned":["2014-10-06T12:12:28Z"],"dc:date.available":["2014-10-06T12:12:28Z"],"dc:date.issued":["2006"],"dc:description":["Includes bibliographical references."],"dc:description.abstract":["This study focuses on Reception Year teachers' classrooms. It investigates the state of Numeracy teaching, specifically Shape and Space, teaching at the earliest level of the formal school programme. The study focuses on six Reception Year teachers from a range of school sin the Cape Peninsula. Through the medium of in-depth interviews, questionnaires and classroom observations these teachers' perceptions of the new curriculum and Outcomes-Based Education was probed. Teachers were observed to ascertain how learning was mediated so that children could make meaning of Shape and Space concepts. The findings show a reasonable consistency in the teaching appraoches of these educators. The majoritn of teachers admitted insecurity in the field of mathematics teaching, specifically Geometry. In general, they showed little conceptual knowledge, which often resulted in practical, integrated teaching methods which did not extend their learners' conceptual knowledge."],"dc:identifier.uri":["http://hdl.handle.net/11427/8214"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["An investigation into the teaching and learning of shape and space concepts in the reception year"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MPhil"]},"updated_at":"2026-07-24T01:33:42Z"}