%0 Journal Article
%T The nature and quality of the mathematical connections teachers make
%A Michael K. Mhlolo
%A Hamsa Venkat
%A Marc Sch£¿fer
%J Pythagoras
%D 2012
%I AOSIS OpenJournals
%R 10.4102/pythagoras.v33i1.22
%X Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher¡¯s role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers¡¯ representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers¡¯ representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners¡¯ opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices. Howtocitethisarticle: Mhlolo, M.K., Venkat, H., & Sch fer, M. (2012). The nature and quality of the mathematical connections teachers make. Pythagoras, 33(1), Art. #22, 9 pages. http://dx.doi.org/10.4102/pythagoras.v33i1.22
%K instructional strategies
%K mathematical connections
%K representations
%K teacher support
%U http://www.pythagoras.org.za/index.php/pythagoras/article/view/22