Compreendendo o cenário do desenvolvimento profissional de professores de matemática na áfrica do sul

Uma revisão da literatura

Autores

DOI:

https://doi.org/10.34024/prometeica.2025.32.16367

Palavras-chave:

P`rofessores de Matemática, Formação de Professores

Resumo

O desenvolvimento profissional é essencial para padronizar a qualidade do ensino em todas as áreas disciplinares e impactar a aprendizagem de maneiras mais significativas. Na África do Sul, o desempenho dos alunos em matemática permanece péssimo durante décadas, como é evidente nos exames do Certificado Nacional Sénior e nos relatórios globais aliados. Extensa literatura apresentou diversas razões para a anomalia vivenciada. A evolução das práticas dos professores de matemática devido ao baixo desempenho justifica, entre outras razões, o desenvolvimento profissional. Até à data, estão disponíveis estudos e formações extensivos sobre o desenvolvimento profissional de professores de matemática, com implicações nas práticas dos professores para aliviar o ambiente existente. Este estudo procura agregar literatura sobre o desenvolvimento profissional de professores de matemática com o objetivo de compreender o cenário para o esforço iminente da Autoridade de Educação e Formação do Setor de Práticas de Treinamento e Desenvolvimento Educacional [ETDP SETA]. Esta revisão da literatura expõe comparativamente áreas de necessidade e melhoria no esforço de desenvolvimento profissional. A compreensão deste panorama é um estudo piloto que deverá orientar a preparação e instrumentação em áreas de desenvolvimento profissional para professores de matemática na África do Sul. A partir da revisão, observamos ausência de dados empíricos em nosso contexto comparando os dois modelos de programa de formação inicial de professores. Há um acordo na literatura para direcionar o desenvolvimento profissional para o conteúdo e a pedagogia. Daí a necessidade de mais estudos que analisem criticamente essas duas áreas através do referencial do conhecimento matemático para o ensino em contraposição ao PCK geral.

Métricas

Carregando Métricas ...

Biografia do Autor

  • Loyiso C. Jita, University of the Free State

    Professor da Faculdade de Matemática, Ciências Naturais e Educação Tecnológica.

  • Olalekan T. Badmus, University of the Free State

    Olalekan T. Badmus

Referências

Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020, August). The future of embodied design for mathematics teaching and learning. In Frontiers in Education (Vol. 5, p. 147). Frontiers Media SA. https://doi.org/10.3389/feduc.2020.00147

Adler, J., & Davis, Z. (2010). Modelling teaching in mathematics teacher education and the constitution of mathematics for teaching. In Mathematical knowledge in teaching (pp. 139-160). Dordrecht: Springer Netherlands.

Adler, J. (2002). Global and local challenges of teacher development. In J. Adler & Y. Reed (Eds.), Challenges of teacher development: An investigation of take-up in South Africa (pp. 1–16). Pretoria: Van Schaik.

Adler, J. (2017). Mathematics in mathematics education. South African Journal of Science, 113(3-4), 1-3. http://dx.doi.org/10.17159/sajs.2017/a0201

Adler, J., & Pillay, V. (2016). Mathematics education in South Africa. In Research for Educational Change (pp. 9-24). Routledge.

Adler, J., Yang, Y., Borko, H., Krainer, K., & Patahuddin, S. (2017). Topic Study Group No. 50: In-service education, and professional development of secondary mathematics teachers. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education—ICME-13 (pp. 609–612). Cham: Springer.

Affouneh, S., Salha, S., Burgos, D., Khlaif, Z. N., Saifi, A. G., Mater, N., & Odeh, A. (2020). Factors that foster and deter STEM professional development among teachers. Science Education, 104(5), 857-872.

Alex, J. K. (2019). The preparation of secondary school mathematics teachers in South Africa: Prospective teachers’ student level disciplinary content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), em1791. https://doi.org/10.29333/ejmste/105782

Alex, J. & Roberts, N. (2019) ‘The need for relevant initial teacher education for primary mathematics: Evidence from the Primary Teacher Education project in South Africa’ in Govender, N., Mudaly, R., Mthetwa, T. & Singh-Pillay, A. (eds) Book of Proceedings, 27th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), University of KwaZulu-Natal, Durban, South Africa, 15-17 January 2019.

Aliwee, M. F. & Aliwee, M. F. (2021). Professional development of mathematics teacher: A systematic literature review. Contemporary Educational Researches Journal. 11(2), 43–54.

Badmus, O., Jita, T., & Jita, L. C. (2023). Evaluation of Undergraduates and Postgraduates Utilisation of Internet for Academic Purpose in STREAM Fields. International Journal of Research in STEM Education, 5(1), 67-84.

Badmus, O. T., & Jita, L. C. (2022). What is Next for Africa’s Youthful and Useful Population? STREAM Education for Global Inclusivity. Journal of Culture and Values in Education, 5(2), 32-46. https://doi.org/10.46303/jcve.2022.18

Badmus, O. T., & Omosewo, E. O. (2020). Evolution of STEM, STEAM and STREAM education in Africa: The implication of the knowledge gap. International Journal on Research in STEM Education, 2(2), 99-106.

Badmus, O. T., & Omosewo, E. O. (2018). Improving science education in Nigeria: The role of key stakeholders. European Journal of Health and Biology Education, 7(1), 11-15.

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of teacher education, 59(5), 389-407.

Bansilal, S., Mkhwanazi, T., & Brijlall, D. (2014). An exploration of the common content knowledge of high school mathematics teachers. Perspectives in Education, 32(1), 34-50.

Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. McKinsey & Company.

Bishara, S. (2021). The cultivation of self-directed learning in teaching mathematics. World Journal on Educational Technology: Current Issues, 13(1), 82-95. https://doi.org/10.18844/wjet.v13i1.5401

Bhuda, M. T., & Pudi, T. I. (2020). Indigenising Mathematics in Schools: Why Ethnomathematics Matters. Developing Teaching and Learning in Africa: Decolonising Perspectives, 21.

Bowie, L. (2014). Initial Teacher Education Research Project: Report on mathematics courses for intermediate phase student teachers at five universities. Johannesburg: JET Education Services.

Bowie, L., & Reed, Y. (2016). How much of what? An analysis of the espoused and enacted mathematics and English curricula for intermediate phase student teachers at five South African universities. Perspectives in Education, 34(1), 102-119.

Chahine, I. C., Kinuthia, W., & Maxwell, K. (2013). Surveying technologies for integrating indigenous knowledge systems in Mathematics teaching in South Africa: Potentials and challenges. Indilinga African Journal of Indigenous Knowledge Systems, 12(1), 37-51.

Cochran-Smith, M., Piazza, P., & Power, C. (2013). The politics of accountability: Assessing teacher education in the United States. In The Educational Forum (Vol. 77, No. 1, pp. 6-27). Taylor & Francis Group.

Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher preparation research: An overview of the field, part II. Journal of teacher education, 66(2), 109-121.

Carnoy, M., Chisholm, L., et al. (2008). Towards understanding student academic performance in

South Africa: A Pilot Study of Grade 6 Mathematics Lessons in South Africa. Pretoria: HSRC.

Chubb, I., Findlay, C., Du, L., Burmester, B., & Kusa, L. (2012). Mathematics, engineering and

science in the national interest. Commonwealth of Australia.

Cindi, L. (2021). Incorporating African Indigenous Knowledge Systems into the Basic Education curriculum: Experiences from two schools in the Gauteng and kwazulu-Natal Provinces, South Africa (Doctoral dissertation, University of the Free State).

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European journal of teacher education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399

Darling-Hammond, L. (2001). Standard setting in teaching: Changes in licensing, certification, and assessment. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433–456). Washington, DC: American Education Research Association.

Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council, 12.

de F Afonso Nhalevilo, E. Z. (2013). Rethinking the history of inclusion of IKS in school curricula: Endeavoring to legitimate the subject. International Journal of Science and Mathematics Education, 11, 23-42.

Delgado-Rebolledo, R., & Zakaryan, D. (2020). Relationships between the knowledge of practices in mathematics and the pedagogical content knowledge of a mathematics lecturer. International Journal of Science and Mathematics Education, 18, 567-587. https://doi.org/10.1007/s10763-019-09977-0

Department of Basic Education (2014-2023). National senior certificate examination diagnostic report. Pretoria. Government Printer.

Department of Basic Education (2011). Curriculum and assessment policy statement: Foundation phase mathematics curriculum. Pretoria. Government Printer.

Department of Basic Education, South Africa. (2018). Mathematics Teacher Professionalization Program: Overview and Impact.

Department of Basic Education. (2011). Curriculum and Assessments Policy Statements. Department of Basic Education. Retrieved from https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20Vocational/CAPS%20FET%20_%20MATHEMATICS%20_%20GR% 2 010-12%20_%20Web_1133.pdf?ver=2015-01-27-154314-253

Department of Science and Technology. (2004). Indigenous Knowledge Systems. Retrieved from https://www.dst.gov.za/images/pdfs/IKS_Policy%20PDF.pdf

Desimone, L.M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199.

Dirac, P. A. (1940). XI.—the relation between mathematics and physics. Proceedings of the

Royal Society of Edinburgh, 59, 122-129. https://doi.org/10.1017/S0370164600012207

Eide, E., Goldhaber, D., & Brewer, D. (2004). The teacher labour market and teacher quality. Oxford Review of Economic Policy, 20(2), 230-244.

Engelbrecht, J., Llinares, S., & Borba, M. C. (2020). Transformation of the mathematics classroom with the internet. Zdm, 52, 825-841. https://doi.org/10.1007/s11858-020-01176-4

Eyitayo, J. A. (2022). Exploring the Nature, and Teachers’ Understanding, of the National Curriculum Statement (NCS, Grades R–12): Navigating the Changing Landscape of Science Education Through the Curriculum Assessment and Policy Statement (CAPS) in Post-Apartheid South Africa. In Complexity and Simplicity in Science Education (pp. 11-35). Cham: Springer International Publishing.

Farmer, J. D., Gerretson, H., & Lassak, M. (2003). What teachers take from professional development: Cases and implications. Journal of Mathematics Teacher Education, 6(4), 331-360.

Gal, I., Grotlüschen, A., Tout, D. et al. (2020). Numeracy, adult education, and vulnerable

adults: a critical view of a neglected field. ZDM Mathematics Education 52, 377–394. https://doi.org/10.1007/s11858-020-01155-9

Hanushek, E. A. (2004). Some simple analytics of school quality, Working Paper no 10229. Cambrige, MA: National Bureau of Economic Research.

Hattie, J. (2013), Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, Routledge, London.

Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for research in mathematics education, 39(4), 372-401.

Holmqvist Olander, M. (2015), “Quality indicators for improvement science by teachers as researchers”, in Garbett, D. and Owens, A. (Eds), Teaching for Tomorrow Today, Edify Ltd., Auckland, pp. 285-293.

Holmqvist, M. (2017). Models for collaborative professional development for teachers in mathematics. International Journal for Lesson and Learning Studies, 6(3), 190-201.

Deacon, R. (2012). The Initial Teacher Education Research Project: The initial professional development of teachers: A literature review. Johannesburg: JET Education Services.

Jacob, R., Hill, H., & Corey, D. (2017). The impact of a professional development program on teachers' mathematical knowledge for teaching, instruction, and student achievement. Journal of Research on Educational Effectiveness, 10(2), 379-407. https://doi.org/10.1080/19345747.2016.1273411

Jansen, J. D. (2014). Skin apart: On the complexities of institutional transformation in South Africa. In Diversity and inclusion in higher education (pp. 29-44). Routledge.

Jojo, Z. M. (2017). Mathematics continuous professional development and its relevance to the new era in South Africa. Teacher empowerment toward professional development and practices: Perspectives across borders, 103-119.

Karlberg, M., & Bezzina, C. (2022). The professional development needs of beginning and experienced teachers in four municipalities in Sweden. Professional Development in Education, 48(4), 624-641. https://doi.org/10.1080/19415257.2020.1712451

Li, Y., & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International Journal of STEM Education, 6(1), 1-13. https://doi.org/10.1186/s40594-019-0197-9

Madimabe, M. P., Omodan, B. I., & Tsotetsi, C. T. (2022). Incorporation of Indigenous Knowledge in the Mathematical Geometry Discipline at a TVET College. Journal of Research in Mathematics Education, 11(3), 296-312. http://dx.doi.org/10.17583/redimat.7890

Martin, T. (Ed.). (2007). Mathematics teaching today: Improving practice, improving student learning (2nd ed.). Reston, VA: National Council of Teachers of Mathematics.

Matsekoleng, T. K., Mapotse, T. A., & Gumbo, M. T. (2024). The role of indigenous games in education: a technology and environmental education perspective. Diaspora, Indigenous, and Minority Education, 18(1), 68-82.

https://doi.org/10.1080/15595692.2022.2160436

McMeeking, L. B. S., Orsi, R., & Cobb, R. B. (2012). Effects of a teacher professional development program on the mathematics achievement of middle school students. Journal for research in mathematics education, 43(2), 159-181. https://doi.org/10.5951/jresematheduc.43.2.0159

Meeran, S., Moila, M., Kodisang, S., & Davids, M. N. (2022). Can Ethnomathematics Crack the Code?: Hidden Mathematics Knowledge in Indigenous Games. The International Journal of Science, Mathematics and Technology Learning, 30(2), 1.

Moloi, T. J., Mosia, M. S., Matabane, M. E., & Sibaya, K. T. (2021). The use of indigenous games to enhance the learning of word problems in grade 4 mathematics: A case of Kgati. International Journal of Learning, Teaching and Educational Research, 20(1), 240-259. https://doi.org/10.26803/ijlter.20.1.13

Mosimege, M. (2012). Methodological challenges in doing ethnomathematical research. International Journal of African Renaissance Studies-Multi-, Inter-and Transdisciplinarity, 7(2), 59-78. https://doi.org/10.1080/18186874.2013.774698

Mosimege, M. (2017). Indigenous mathematical knowledge at South African cultural villages: Opportunities for integration in mathematics classrooms. Retrieved on, 21, 457-462.

Mudaly, V. (2018). Decolonising the mind: Mathematics teachers explore possibilities for indigenising the school curriculum. Journal of Education (University of KwaZulu-Natal), (74), 67-84. http://orcid.org/0000-0003-3570-1256

Mudaly, R. (2018). Towards decolonising a module in the pre-service science teacher education curriculum: The role of indigenous knowledge systems in creating spaces for transforming the curriculum. Journal of Education (University of KwaZulu-Natal), (74), 47-66. http://dx.doi.org/10.17159/2520-9868/i74a04

Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects.

National Center for Education Statistics. (2009). NAEP technical report: Processing assessment materials. Retrieved from http://nces.ed.gov/nationsreportcard/tdw/process/materials/2004-2005/counts2004/partic.asp

OECD. (2019). Skills matter: Additional results from the survey of adult skills. Paris: OECD

Publishing. https://doi.org/10.1787/1f029d8f-en .

OECD. (2015), Improving Schools in Sweden: an OECD Perspective, OECD, Paris.

OECD. (2010). The High Cost of Low Educational Performance: The Long-Run Economic Impact of Improving Educational Outcomes, OECD, Paris.

OECD (2005). Teachers Demand and Supply: Improving Teaching Quality and Addressing Teacher Shortages. OECD Education Working Paper, no. 1., Paris: OECD.

Parker, D. (2009). The specialisation of pedagogic identities in initial mathematics teacher education

in post-apartheid South Africa. Unpublished PhD thesis, University of the Witwatersrand, Johannesburg, South Africa.

Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American educational research journal, 44(4), 921-958.

Phoshoko, M. (2015). Experiences of role players in the implementation of mathematics teachers’ continuous professional development in South Africa. International Journal of Educational Sciences, 8(1), 241-248. https://doi.org/10.1080/09751122.2015.11917610

Pournara, C., Hodgen, J., Adler, J. & Pillay, V. (2015). Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics? South African Journal of Education, 35(3). https://doi.org/10.15700/saje.v35n3a1083

Roschelle, J. (2018). Transitioning to professional practice: A Deweyan view of five analyses of problem-based learning. In Meaning Making (pp. 231-240). Routledge.

Rosli, R., & Aliwee, M. F. (2021). Professional Development of Mathematics Teacher: A Systematic Literature Review. Contemporary Educational Researches Journal, 11(2), 81–92. https://doi.org/10.18844/cerj.v11i2.5415

Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305

South African Mathematics Foundation (SAMF). (2019). Annual Report.

Stols, G., & Kriek, J. (2011). Why don't all maths teachers use dynamic geometry software in their classrooms? Australasian Journal of Educational Technology, 27(1).

Taylor, N. (2018). Teacher Knowledge in South Africa. In N. Spaull & J. Jansen (Eds.), South African Schooling: The enigma of inequality. Johannesburg: Springer.

Telese, J. A. (2012). Middle school mathematics teachers’ professional development and student achievement. The Journal of Educational Research, 105(2), 102-111. https://doi.org/10.1080/00220671.2010.521209

Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM, 1-12. https://doi.org/10.1007/s11858-020-01158-6

University of the Witwatersrand. (2020). Enhancing Mathematics Teacher Professional Development: Lessons from South Africa.

Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational researcher, 41(1), 26-28.

Vinnervik, P. (2022). Implementing programming in school mathematics and technology: teachers’ intrinsic and extrinsic challenges. International journal of technology and design education, 32(1), 213-242.

Zuzovsky, R., & Donitsa-Schmidt, S. (2014). Turning to teaching: Second career student teachers’ intentions, motivations, and perceptions about the teaching profession. International Education Research, 2(3), 1-17.

Prometeica v.32

Downloads

Publicado

2025-04-08

Edição

v. 32 (2025): Prometeica - v 32 (03/2025 - 12/2025)

Seção

Artigos

Licença

Copyright (c) 2025 Badmus Olalekan, Loyiso C. Jita

Creative Commons License

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.

Direitos Autorais: Prometeica permite que o (s) autor (es) mantenha seus direitos autorais sem restrições. Prometeica permite que o (s) autor (es) conservem seus direitos de publicação sem restrições. Os autores devem garantir que o artigo é um trabalho original sem fabricação, fraude ou plágio; não infringe nenhum direito autoral ou direito de propriedade de terceiros. Os autores também devem garantir que cada um atendeu aos requisitos de autoria conforme recomendação do ICMJE e entendem que, se o artigo ou parte dele for falho ou fraudulento, cada autor compartilha a responsabilidade.

Atribuição-NãoComercial 4.0 Internacional (CC BY-NC 4.0)

Prometeica - Revista de Filosofía e Ciências é regida pela licença CC-By-NC

Você tem o direito de:

  • Adaptar — remixar, transformar, e criar a partir do material

 

O licenciante não pode revogar estes direitos desde que você respeite os termos da licença.

 

De acordo com os termos seguintes:

  • Atribuição — Você deve dar o crédito apropriado, prover um link para a licença e indicar se mudanças foram feitas. Você deve fazê-lo em qualquer circunstância razoável, mas de maneira alguma que sugira ao licenciante a apoiar você ou o seu uso.

  • Não Comercial — Você não pode usar o material para fins comerciais.

 

Sem restrições adicionais — Você não pode aplicar termos jurídicos ou medidas de caráter tecnológico que restrinjam legalmente outros de fazerem algo que a licença permita.

 

Manutenção de direitos

Prometeica permite que o (s) autor (es) mantenha seus direitos autorais sem restrições.

Prometeica permite que o (s) autor (es) conservem seus direitos de publicação sem restrições.

 

Como Citar

Jita, L. C., & Badmus, O. T. (2025). Compreendendo o cenário do desenvolvimento profissional de professores de matemática na áfrica do sul: Uma revisão da literatura. Prometeica - Revista De Filosofia E Ciências, 32, e16367 (1-18). https://doi.org/10.34024/prometeica.2025.32.16367
Recebido 2024-02-22
Aprovado 2025-03-24
Publicado 2025-04-08