Actos y eventos en hotelería

The action research cycle was apt and valuable for the adaptation and implementation of the Wright et al. (2006, 2012) materials. It also provided a suitable platform for action based on reflection. But reflection also involved personal praxis (as mentioned in Chapter 3) and interaction between my role of researcher, teacher and humanitarian. I had to constantly be mindful of my research commitment, teaching commitments and my ethical/citizenship commitments.

Within the South African reality of a high poverty context, as seen in my study, I found it difficult to focus only on being a researcher or teacher. I was acutely aware of the limiting circumstances surrounding the school and the learners. I had to deliberately limit my involvement at the school to the Grade 4 class I was working with in order to not be too side- tracked. I was tempted to, and in some cases did, get involved with a potential library, to establish a reading program and to organize second hand school clothes and eye tests for learners. At times I thus found it challenging to focus my attention on my research.

128 However, one of my greatest realisations, as a result of my research process and interaction with this school is that relatively small efforts can make an enormous difference. I share one anecdote of a girl in the 2015 Grade 4 class, Bonani, who was visually impaired, to exemplify this realisation. Bonani had to hold all materials and books about 10cm from her eyes to be able to see anything. She also had visible clouding of the eyes. Because Bonani had not seen a doctor and her parents were not able to arrange an eye examination I arranged for her to be seen by an ophthalmologist at the local government hospital and transported her and her father to the doctor. She was diagnosed with cataracts on both eyes, something that could be rectified by two relatively small operations. After only the first eye was operated on I was astounded to see the difference in Bonani’s workbook in class. Fig. 51 below shows an example from her workbook prior to the operation and Fig. 52 shows an example from her workbook after one eye was operated on (the grey boxes were used to cover her real name).

Fig. 51 Bonani’s workbook before the first Fig. 52 Bonani’s workbook after the first

operation (18 February 2015) operation (3 March 2015)

The impact of such a small intervention highlights the need for the system to find a way to address these needs through systemic interventions such as eye tests for all.

129 habits. For example, by watching the recordings I realized that I must speak slower and not repeat questions if learners were taking a long time to answer. It was also clear that organization of assessment materials was key to effective interviews. The colour coded system described in Chapter 4 worked well, but there were cases where I mixed up instructions on the first day of the interviews and that could have been confusing for the learners.

Furthermore since I did not want to take a position of disciplinarian, but rather that of facilitator and co-constructor of knowledge, I had to be mindful to find a balance between maintaining a productive class atmosphere for all learners and not being too authoritarian in my teaching style also keeping in mind Parrish (2011)’s essential characteristics of a teacher/facilitator during number talk mentioned in Chapter 4.

All of the above tensions and grappling greatly enhanced my research learning experience as well as my understanding of the complexities of working at the interface of research and development in the South African context. I am thankful to all participants in this process for my growth and learning that was enabled through my interactions with them. I am now increasingly aware that conducting research in South Africa is both a privilege and an ethical responsibility.

130 Information Letter and Consent Form for

Parents or Guardians

Permission for Research with Children

Dear Parent(s) or Guardian(s) of

_______________________________________________

I am a teacher and a student from the Rhodes University in Grahamstown. I am going to be teaching mathematics in the Grade 4 class at Philip Nikiwe Primary School every Wednesday morning. I am working with the consent of Mrs Rebecca Makeng, the principal.

During some of the lessons I will look at ways to improve certain numeracy skills for example adding and subtraction as part of my research project. I am writing to ask your permission for your child to participate in this project. All personal information about your child and even their names will not be used in my research. I might also have to take photographs and video recordings during some of the lessons.

Your may withdraw your permission at any time without any consequences for your child. I would appreciate it if you would permit your child to participate in this project. Please

complete the attached permission form, whether or not you give permission for your child to participate, and return it to the school by Monday.

Thank you

Anelia Wasserman Researcher/Teacher

Mzali obekekileyo

Ndingu titshala ongumfundi eRhodes University eRini. Ndiza kuba ngutitshala wezibalo kwibanga Grade 4 ePhilip Nikiwe Primary School qho ngoLwezithathu kusasa, ngemvume yenqununu yesikolo uMrs Rebecca Makeng.

Kwezinye izifundo ndiza kuziphulisa ndenze indlela enika umdla nokuzimisela ebantwaneni kwizifundo zabo zonke. Ndibhala lencwadi

ukucela imvume ukuba umntwana wakho angene kule nkqubo. Ndiza kuba fota (photographs) ndibashicilele kwivideo ngexesha lezifundo (video recordings).

Unarhoxa naninina kwisivumelwano xa ufuna.

Ndingavuya ukuba singamkeleka isicelo sam kweliphulo. Ndicela uzalise (iform) uxwebhu lwesivumelwano ukuba uyavuma na umntwana angene kule nkqubo. Ndicela impendulo

ngoMvulo. Enkosi

Anelia Wasserman Researcher/Titshala

131 Igama lomntwana/Child's name ____________________________________________

Igama lomzani/Parent/Guardian's name ____________________________________ Sayina apha/Parent/Guardian's signature ____________________________________ Umntwana wam angathatha inxaxheba kwiphulo lezibalo.

132

Revised Wright et al. (2006)

Duration: ___________________

Assessment Interview Schedule - Addition and subtraction Date: ___________________

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