{"id":{"repo_id":"western-cape","oai_identifier":"oai:uwcscholar.uwc.ac.za:10566/20786"},"canonical_url":"https://search.dev.ndltd.org/etd/western-cape/oai:uwcscholar.uwc.ac.za:10566/20786","repository":{"repo_id":"western-cape","name":"University of the Western Cape","base_url":"https://uwcscholar.uwc.ac.za:8443/server/oai/request"},"display":{"title":"Promoting participatory teaching and learnig in the senior primary classroom.","abstract":"Educational change is perhaps one of the most difficult processes that teachers might experience in search of democratising their classroom practices. Being a traditional mathematics teacher who resorted to autocratic modes of teaching, I had come to realise that my mode of teaching was probably not facilitating the learning of mathematics by my pupils in the primary school . This thesis traces my attempts, via three projects, to change my style of teaching from a traditional to a more interactive and democratic mode of teaching. In an attempt to improve upon my own teaching practice I also wanted my pupils to benefit in the process. In my first project, I thus set out to improve my pupils' understanding of mathematics and to encourage them to verbalise their thoughts freely and confidently. For this purpose, in order to counteract a pupil passivity, I employed a collaborative process approach to the teaching of mathematics. In my second project I set out to learn from the failures of the first project. Project three , which was done at a different school , was largely a replication study of project two but deliberately carried out in a different setting. Wanting to democratise my classroom practice I needed to resort to a mode of research that was in line with democratic practices. I chose Action Research, which by its very nature of reflecting and acting within a collaborative process , it ends towards a democratic practice. It offers me the opportunity to do research in the class on those aspects of my classroom practice that I felt needed to be investigated. Action Research allows the teachers, together with other significant participants , to share their experiences with colleagues and in so doing to generate their own theory which will be open to scrutiny and change. In doing project three at a different school I also wanted to establish the possibity of duplicating this study via an Action Research approach in another setting. Through the process of Action Research I had undergone significant personal transfornation in that I have developed critcal thinking skills such as the ability to analyse, synthesize and not to take things for granted but to ask appropriate questions. My pupils , it seems, have also benefited from the process. The collaborative process approach which I employed towards the learning and understanding of mathematics served to empower the pupils in the classroom to voice their opinion and to substantiate their arguments. In t he process I also discovered that educational change was a painful but positive process for both participants and myself.","abstract_html":"Educational change is perhaps one of the most difficult processes that teachers might experience in search of democratising their classroom practices. Being a traditional mathematics teacher who resorted to autocratic modes of teaching, I had come to realise that my mode of teaching was probably not facilitating the learning of mathematics by my pupils in the primary school . This thesis traces my attempts, via three projects, to change my style of teaching from a traditional to a more interactive and democratic mode of teaching. In an attempt to improve upon my own teaching practice I also wanted my pupils to benefit in the process. In my first project, I thus set out to improve my pupils' understanding of mathematics and to encourage them to verbalise their thoughts freely and confidently. For this purpose, in order to counteract a pupil passivity, I employed a collaborative process approach to the teaching of mathematics. In my second project I set out to learn from the failures of the first project. Project three , which was done at a different school , was largely a replication study of project two but deliberately carried out in a different setting. Wanting to democratise my classroom practice I needed to resort to a mode of research that was in line with democratic practices. I chose Action Research, which by its very nature of reflecting and acting within a collaborative process , it ends towards a democratic practice. It offers me the opportunity to do research in the class on those aspects of my classroom practice that I felt needed to be investigated. Action Research allows the teachers, together with other significant participants , to share their experiences with colleagues and in so doing to generate their own theory which will be open to scrutiny and change. In doing project three at a different school I also wanted to establish the possibity of duplicating this study via an Action Research approach in another setting. Through the process of Action Research I had undergone significant personal transfornation in that I have developed critcal thinking skills such as the ability to analyse, synthesize and not to take things for granted but to ask appropriate questions. My pupils , it seems, have also benefited from the process. The collaborative process approach which I employed towards the learning and understanding of mathematics served to empower the pupils in the classroom to voice their opinion and to substantiate their arguments. In t he process I also discovered that educational change was a painful but positive process for both participants and myself.","abstract_has_math":false,"creators":["Abrahams, Achmat","Van Den Berg, O.C","Gray, B.V"],"institution":"University of the Western Cape","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1994,"date_issued":"1994","date_published":"1994","updated_at":"2026-07-24T06:00:58Z","subjects":["Participatory teaching and learning","Educational change","Senior primary","Action research"],"languages":[],"rights":[],"rights_urls":["https://uwcscholar.uwc.ac.za/bitstreams/c5a69c8f-529d-4ee1-b6ac-19a0d9605657/download"],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["N/A"]},{"key":"dc:creator","label":"Author","values":["Abrahams, Achmat","Van Den Berg, O.C","Gray, B.V"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["1994"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of the Western Cape"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://hdl.handle.net/10566/20786"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Participatory teaching and learning","Educational change","Senior primary","Action research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["https://uwcscholar.uwc.ac.za/bitstreams/c5a69c8f-529d-4ee1-b6ac-19a0d9605657/download"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://uwcscholar.uwc.ac.za/bitstreams/70f57f39-a928-4fe2-8282-2dcd4980b701/download"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Educational change is perhaps one of the most difficult processes that teachers might experience in search of democratising their classroom practices. 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