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Published

2019-04-10

Issue

Vol. 4 No. 1 (2019)

Section

Research Articles

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How to Cite

Jojo, Z. (2019). Creating an environment for the restoration of dignity to disadvantaged mathematics foundation classrooms. Environment and Social Psychology, 4(1). https://doi.org/10.18063/esp.v3.i2.695

Creating an environment for the restoration of dignity to disadvantaged mathematics foundation classrooms

Zingiswa Jojo

University of South Africa


DOI: https://doi.org/10.18063/esp.v3.i2.695


Keywords: Mathematics, Environment, Dignity, Learning, Concepts

Abstract

This article chronicles how aconducive environment creates arestoration of dignity to disadvantaged mathematics foundation learners. The variation theory was used to provide the sequential building blocks required to learn foundation mathematics to grade 1- 5 learners in a district in the Eastern Cape province of South Africa. A sample of 23 learners participated in this study. Structured worksheets covering mathematics content for grade 1-5 were prepared for the learners to practice after school in a homework club on their own, in rural settings in a study that followed qualitative methods. Results indicated how the creation of a supportive and caring environment developed the learners’ resilience, restored their dignity and increased their competence in understanding of basic mathematics concepts. The learners also developed good relationships with each other while they shared information and helped others to restore their dignity and led them ultimately to independence of acquiring other mathematical skills and ownership of the learning experiences. The intervention with the after school programme may serve as a suitable environment for the disadvantaged learners and restore their competence in understanding mathematics concepts while providing a platform for learners to share knowledge gained with the underprivileged ones.

Author Biography

Zingiswa Jojo, University of South Africa

Professor Zingiswa Jojo is an associate professor in the College of Education at the University of South Africa in the department of Mathematics Education. She has served in various positions as a mathematics teacher, lecturer, associate professor and a researcher in teaching and learning of mathematics. She obtained her PhD in Mathematics Education from the University of KwaZulu-Natal and has taught both under and post graduates in the areas of pure mathematics and mathematics education in colleges and higher institutions in and outside South Africa. She also serves as a member of the commission of the African Mathematics Union (AMU) whose aim is to motivate women in pursuing further studies in Mathematics and related fields. Her research interests are in the teaching and learning of mathematics at all levels, professional development of mathematics teachers, the role of leadership in the teaching of mathematics in rural settings and gendered spaces in mathematics teaching. She has several single author and co-authored publications in national and international refereed journals and continues to contribute in her field. 

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