Influence of home factors on at-risk learners’ academic performance in Limpopo province, South Africa
Journal of Gender, Information and Development in Africa, 2018
Article published in the Journal of Gender, Information & Development in Africa Volume 7 Numb... more Article published in the Journal of Gender, Information & Development in Africa Volume 7 Number 3, Dec. 2018 Pp 97-12
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Papers by kabelo chuene
agency is enabled or hindered in a mathematics classroom for student teachers. I used data from an
ethnographic study that was conducted in a third-year class of mathematics for educators. Data was
drawn from verbal interactions that took place between mathematics student teachers, and between
student teachers and myself as their lecturer, as they worked on class tasks. A narrative mode of
analysing data was employed to synthesise data from critical incidents, while excerpts of these
incidents represented data. From this analysis, I argue that, with extended wait time by a facilitator,
students’ disposition of epistemic virtues and vices may enable or hinder enactment to epistemic
agency, respectively. In article, those vices presented themselves as epistemic stinginess, prejudices
against answers by peers and epistemic disclaimer. The epistemic virtues were presented as
impartiality and intellectual courage. I further suggest that the recommended wait time of 1–3 during
classroom questioning and answering should be extended for classes where epistemic practices are
encouraged.
agency is enabled or hindered in a mathematics classroom for student teachers. I used data from an
ethnographic study that was conducted in a third-year class of mathematics for educators. Data was
drawn from verbal interactions that took place between mathematics student teachers, and between
student teachers and myself as their lecturer, as they worked on class tasks. A narrative mode of
analysing data was employed to synthesise data from critical incidents, while excerpts of these
incidents represented data. From this analysis, I argue that, with extended wait time by a facilitator,
students’ disposition of epistemic virtues and vices may enable or hinder enactment to epistemic
agency, respectively. In article, those vices presented themselves as epistemic stinginess, prejudices
against answers by peers and epistemic disclaimer. The epistemic virtues were presented as
impartiality and intellectual courage. I further suggest that the recommended wait time of 1–3 during
classroom questioning and answering should be extended for classes where epistemic practices are
encouraged.