Data Management and Analysis

Data was analysed using techniques that are relevant to the case study design. These techniques include data cleaning, data reduction, data interpretation and data representation (Atkinson, 2002). Data collected through the observations and interviews were examined for patterns and common threads and assisted the development of a theory that explains the guidance for Grade 4 - 6 Mathematics CAPS. This was done by summarising raw data and then drawing links to the study objectives (Thomas, 2006). An example of this was working through the data and identifying sections that related to the study. Information that discussed teacher training was identified as showing a link to an aspect of the study, which was done by highlighting the information or making notes next to the information stating exactly what it linked to.

By systematically working through the raw data, it was organised in terms of data reduction, also known as ‘chunking’ or ‘coding’ to get overall idea(s) or general idea(s). This was done by reading the data and then placing a coloured piece of paper at sections relating to a particular colour-coded theme/set of ideas. Each idea in the study was linked to a colour. For example, all data that referred to resources in the classroom were marked with a green piece of paper. An example of this is illustrated below.

I have posters on my wall, but they are probably more decorative at this point in time. I tried to use a projector once, to show a video on something I was teaching but the video wouldn’t play because the internet had dropped so I had to revert to the textbook. Worksheets are used scarcely and mainly for homework or as an extra if a learner finishes early. There just isn’t much time to use other resources or to get practical because learners have to do so much in one lesson in order to finish the syllabus.

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I have posters on my wall, but I have used them maybe like two times and not even all of them, Extra worksheets, I use for homework activities sometimes because there isn’t really time in class for textbook activities…. I like to give notes on things like unit of measurement so 10mm = 1cm, so learners have something to refer to. But it’s not as many notes and as often as what I would like.

I use the posters in my class – I often get the learners to move around to see the poster. Like to use worksheets as an extra tool to assess whether the

learners have understood the content. So often they’ll do an exercise, then a

worksheet and then be given homework either from the same classroom textbook or from another book.

Most of the learning materials need to be bought by us as teachers – this also works out to be very expensive so sometimes we just go without resources that could actually add value or help a learner understand.

The overall ideas in the text above were identified as the constituting following codes: • There are posters in the classrooms

• There is internet

• Projectors are available • Worksheets are used

• Textbooks and other books are available to teachers • Posters are decorative

• Posters are seldom used • Internet quality is questionable • Time is limited for other resources

The codes were analysed and placed into clusters or categories from which themes were developed. This was done by re-reading the texts on resources and breaking them into finer details to better grasp how resources were linked into themes of implementation and knower structures. This was done by colour coding and labelling the information deemed important. An example of this is illustrated in the table below.

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Table 4.3: Example of coding.

Overall Ideas/codes Cluster/Category

Posters, internet, and textbooks in the classrooms

RA – Resource available

Projectors NA – Resource not available to all teachers

Worksheets NA – FO – Not available, find own

resources

Other books PE – Personal expense

Posters are decorative IUP – Understanding use of posters

Posters are seldom used IUP – use of posters

Internet quality is questionable – connection drops

QR – Quality of resources

There is not enough time to use other resources

RA – NU – available resources not always

used

The categories were then used to form themes that were used to represent or organise the presentation and discussion of the answers to the posed sub-questions and subsequently the main research question posed. The themes were developed based on the theory used in the study and from policies of countries doing well in Mathematics. Amongst others, Maton’s (2007) notions of disciplinary and engagement relations were particularly useful in doing so. This ensured that the findings or interpretations of the study are theoretically supported and justified, in turn, making them trustworthy (Thomas, 2006). For example, a theme formed from ‘resources available’, ‘quality of resources’, ‘understanding use of posters’, ‘use of posters’ and ‘resources not always used’ was linked to teachers’ PCK and therefore devices used for pedagogy. On the other hand, ‘resources not available’ and ‘personal expense’ was linked to teachers’ commitment to standards of excellence for Mathematics.