Roxanne Long
This study aims to investigate Grade R teachers’ evolving ways of being, making meaning and changing identity through participation in a newly established community of practice (CoP). The proposed participants in this study will be a group of 10 to 15 Grade R teachers from local schools, some who hail from schools who participated in the SA Numeracy Chair Project (SANCP) phase 1 (2011-2015) project and who have elected to participate in the SANCP phase 2 Grade R Early Number Fun (ENF) Program (2016- Nov 2017). My study will be a qualitative interpretive study.
The main aim of this research study is to investigate Grade R teachers’
- evolving ways of being,
- making meaning
- changing identity and
- ways of doing
through participation in a newly established community of practice (Wenger, 1998).
For Long's Masters thesis and earlier publications, click here and scroll down to her section.
Publications
Long, R. (2018). Grade R teacher identity in policy. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (pp. 79-82). Gaborone, Botswana: SAARMSTE. Long SAARMSTE 2018 - SN
Long AMESA 2017 long paper
Long, R. (2017). Grade R Numeracy communities: The potential for teacher growth. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 181–193). Port Elizabeth: AMESA.
Last Modified: Wed, 31 Jan 2018 14:25:55 SAST