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Using HIVAIDS statistics in pre-service Mathematics Education to integrate HIVAIDS education

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In South Africa, the HIVAIDS education policy documents indicate opportunities for integration across disciplines/subjects. There are different interpretations of integration/inclusion and mainstreaming HIVAIDS education, and numerous levels of integration. Integration ensures that learners experience the disciplines/subjects as being linked and related, and integration is required to support and expand the learners' opportunities to attain skills, acquire knowledge and develop attitudes and values across the curriculum. This study makes use of self-study methodology where I, a teacher educator, aim to improve my practice through including HIVAIDS statistics in Mathematics Education. This article focuses on how I used HIVAIDS statistics to facilitate pre-service teacher reflection and introduce them to integration of HIVAIDS education across the curriculum. After pre-service teachers were provided with HIV statistics, they drew a pie chart which graphically illustrated the situation and reflected on issues relating to HIVAIDS. Three themes emerged from the analysis of their reflections. The themes relate to the need for further HIVAIDS education, the changing pastoral role of teachers and the changing context of teaching. This information indicates that the use of statistics is an appropriate means of initiating the integration of HIVAIDS education into the academic curriculum.

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    《SAHARA-J》 |2012年第sup1期|11-S18|共8页
  • 作者

    Linda van Laren;

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  • 正文语种 英语
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