1. Provisional title
An investigation into the role of visualisation in redefining lecturers’ perspectives on the pedagogy of fractions

2. Research Questions
1. What perceptions do mathematics education lecturers have regarding visualisation?
2. To what extent is visualisation explicitly integrated into the mathematics education curriculum for Junior and upper Primary education at the University of Namibia?
3. What aspects of visualisation are prevalent in mathematics lectures?
4. What is the role of mathematics lecturers in promoting the use of visualisation as an effective approach to teaching fractions (an intervention required, possibly a project with student teachers in schools)?

3. Research Context
Merger between UNAM and former Colleges of Education in 2011
12 campuses, 6 of which offer education programmes. Four will be involved in this study
Mathematics Education compulsory for B.Ed Pre-& LP, DJPE but optional for B.Ed UP & Sec
Education programmes
B.Ed (hons) Pre-& LP, UP, Sec
Diploma in Junior Primary Education (DJPE)

4. Definition of visualisation
“the ability, the process and the product of creation, interpretation, use of and reflection upon pictures, images, diagrams in our minds, on paper or with technological tools, with the purpose of depicting and communicating information, thinking about and developing previously unknown ideas and advancing understandings,” (Arcavi, 2003, p.217)

5. Background
Fractions form part of mathematics education curriculum for the B.Ed hons (primary) programme
The existence of various fractions constructs, the unusual way in which fractions are written, the misapplication of whole number knowledge to fractions and the fact that less emphasis is placed on conceptual understanding are some of the difficulties associated with the learning of fractions (van de Walle, 2014)

6. Background Continued…
Although van De Walle’s claims are associated with difficulties that learners encounter in learning fractions, I wish to extend these to student teachers and lecturers by focusing on the claim that the teaching of fractions does not enhance conceptual understanding.

7. Rationale
This study seeks to critically examine the role of visualisation in redefining the pedagogy of fractions among mathematics education lecturers.
Although the use teaching aids is generally promoted in teacher education programmes, visualisation as an alternative has not been fully explored.

8. Theoretical framework
Social constructivism
ZPD
Scaffolding
Conceptual understanding
Realistic Mathematics
Visualisation
Pedagogy
Math curricula
Professional development
Challenges
Integration of technology
Unit fractions
Equivalent fractions
Estimating fractions
Measurement?

9. Research Design Qualitative Interpretive paradigm Population
UNAM mathematics Education lecturers
Third and fourth year mathematics education students
Research instruments
Interviews
Observations
Document analysis
Sample
8 UNAM mathematics education lecturers
20 3rd and 4th year mathematics education students

10. Research Design continued…
Data analysis
Emerging themes and patterns
Still searching for an appropriate tool