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Using metaphors for integrating HIVand AIDS education in mathematicscurriculum in pre‐service teachereducation: an exploratory classroomstudyLinda van Laren aa School of Science, Mathematics and Technology Education,Faculty of Education , University of KwaZulu‐Natal , South AfricaPublished online: 18 Jul 2007.

To cite this article: Linda van Laren (2007) Using metaphors for integrating HIV and AIDS educationin mathematics curriculum in pre‐service teacher education: an exploratory classroom study,International Journal of Inclusive Education, 11:4, 461-479, DOI: 10.1080/13603110701391451

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International Journal of Inclusive EducationVol. 11, No. 4, July 2007, pp. 461–479

ISSN 1360–3116 (print)/ISSN 1464–5173 (online)/07/040461–19© 2007 Taylor & FrancisDOI: 10.1080/13603110701391451

Using metaphors for integrating HIV and AIDS education in mathematics curriculum in pre-service teacher education: an exploratory classroom studyLinda van Laren*School of Science, Mathematics and Technology Education, Faculty of Education, University of KwaZulu-Natal, South AfricaTaylor and Francis LtdTIED_A_239032.sgm10.1080/13603110701391451International Journal of Inclusive Education1360-3116 (print)/1464-5173 (online)Original Article2007Taylor & Francis0000000002007LindaVan LarenVanlarenl@ukzn.ac.za

In adopting the Education White Paper 6. Special Needs Education: Building an Inclusive Education andTraining System of 2001, the South African education system mandates teachers and schools toaddress the various intersecting factors that act as barriers to learning for all learners. Using drawingsand metaphors with a group of pre-service teachers, this paper focuses on a set of such factors: HIVand AIDS. The exploratory classroom inquiry reported herein explores the following question: whatare my beliefs and pre-service teachers’ beliefs about integrating HIV and AIDS education in theteaching and learning of mathematics? A drawing activity was developed for focus group discussionswith seven primary school pre-service teachers and the author, their mathematics teacher educator.This classroom inquiry involved an analysis of the drawings and the metaphors used to describe theintegration of HIV and AIDS education in the mathematics curriculum. By focusing on the metaphorsand the discussions that emanated from them, the project aimed to shed light on the beliefs of a groupof pre-service teachers about the possible integration of HIV and AIDS education in mathematicsclassrooms of young learners. The findings from these suggest varied understandings and beliefs aboutHIV and AIDS and their place in the mathematics curriculum and some possible strategies for thetraining of a ‘multiskilled’ teacher in the age of AIDS in pre-service teacher education programmes.

Introduction

In the context of a devastating HIV and AIDS pandemic in South Africa generally,and in the province of KwaZulu-Natal in particular (Shisana et al., 2005), schools are

*School of Science, Mathematics and Technology Education, Faculty of Education, University ofKwaZulu-Natal, Edgewood Campus, Private Bag X03, Ashwood 3605, South Africa. Email: Van-larenl@ukzn.ac.za

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often seen as sites for intervention and teachers as instrumental in turning the tide ofinfection and its impacts among the learners. Unfortunately, it is not uncommon forteachers and other educators to believe that HIV and AIDS teaching and learningbelongs to one or two separate specialists, usually in the social sciences and maybethe languages, and that other disciplines are entitled to operate on the margins orworse, not at all, as legitimate entities separate from any HIV or AIDS related educa-tion responsibilities. To illustrate, a recent Report of the Public Hearing on the Rightto Basic Education (Kollapen et al., 2006) focusing on the provision of education forlearners aged between 7 and 15 years, highlights key issues that require addressing forfulfilment of the right to basic education for all. These issues include HIV and AIDS,and within this scenario, teachers are identified as the most important role-playerswithin the education system. For many schools and teachers, this is often interpretedto mean that the teaching and learning of HIV and AIDS belong in the Learning Area(subject) named ‘Life Orientation’ in primary schools, in which teachers of younglearners could support and equip learners with life skills necessary for fighting againstinfection and coping with the illness and death of significant others in their lives. Theabove report, however, states that:

experience shows that schools do not adhere to the life orientation curriculum, that special-ist life orientation teachers are not used, that teaching is fragmented and often misunder-stood, or that the time allocated to it is often regarded as a free period. Furthermore, manyteachers are not comfortable with the curriculum due to their own personal values andbeliefs. Research indicates that life orientation is not achieving its objectives. In sum, it failsto be recognized as an important subject.

(Kollapen et al., 2006, p. 15)

This lack of status for Life Orientation points to a challenge for HIV and AIDS educa-tion in the South African school curriculum: a concerted effort needs to be made tointegrate HIV/AIDS content across disciplines. In particular, the ways in which a‘high-status’ subject, such as mathematics might be used to extend teachers’ andlearners’ knowledge and attitudes in HIV and AIDS education need to be explored.In the teaching and learning of mathematics, learning about HIV and AIDS educa-tion should, however, not be seen as replacing the function of Life Orientation butrather as supplementing and extending the required learning. To this effect, at the‘Consultation on HIV/AIDS and teacher education in East and Southern Africa’conference in Benoni, South Africa in October 2003, a need to train multiskilledteachers was identified if HIV and AIDS education is to be successful in schools. Theconference deliberations recommended that such teachers, should of necessity, beHIV-aware, HIV-competent and HIV-safe. In the light of these recommendations,multiskilled teachers may be interpreted as teachers who are able to teach a discipline,such as mathematics, but are also AIDS-competent and are able to counsel learners.

As a mathematics teacher educator, I have been dissatisfied with the ways in whichissues related to HIV and AIDS are often relegated to the social sciences, with educa-tors in the ‘hard sciences’ not seeing themselves as responsible for addressing thechallenges brought about by the pandemic. Thus the project in this writing was

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Using metaphors for integrating HIV/AIDS education 463

informed by the question: how can I as a mathematics teacher educator be responsiveto the challenges brought about by HIV and AIDS in my teaching, and how canI teach my student teachers to do the same in their school curricula? Informed by theinclusive education framework (Department of Education, 2001) and the need toaddress barriers to learning caused by the impacts of HIV and AIDS among learners,the project aimed to explore how mathematics teachers might infuse HIV and AIDScontent into their curricula. Specifically, the project aimed to investigate views aboutthe possible ways of integrating HIV/AIDS in the teaching and learning of mathemat-ics among a group of seven fourth-year (final year) student-teachers in a faculty ofeducation.

The context

HIV probably influences the lives of more than 250,000 South African children below15 years (Avert, 2004) who are living with HIV or AIDS. According to Shisana et al.(2005, p. 33), in South Africa the HIV prevalence in the age group 2–14 years isapproximately 3.3% and the HIV prevalence in KwaZulu-Natal is the highest inSouth Africa (Shisana et al. 2005, p. 35). In addition, a local newspaper article reportsthat at the 9th International Conference of the South African Association of Maritaland Family Therapy, Joan van Niekerk (in Leeman, 2004) made public the results ofresearch that involved 283,000 learners from high schools in all nine South Africanprovinces. Van Niekerk revealed that by the age of 10, one out of every three childrenpolled had already had sexual intercourse. From this, she concluded that youtheducational programmes on HIV and AIDS prevention and responsible sexual behav-iour were not succeeding. Thus, it is obvious that more concerted efforts must bemade to provide teachers of young learners with suitable teaching and learning strat-egies to influence the learners in their charge. If educational programmes are deemedineffective in HIV and AIDS education then perhaps more emphasis should be placedon alternative intervention techniques. As a ‘high-status discipline’ (De Freitas,2006), mathematics may be well placed as one of these alternatives that may beemployed to benefit HIV and AIDS education. By including HIV and AIDS educa-tion in pre-service mathematics education modules, the urgency of the pandemic maybe seen through a different lens.

Mathematics Education in the Faculty of Education at the University ofKwaZulu-Natal (UKZN) forms a vital, compulsory part in the professional trainingof pre-service teachers who become Grade R-9 (5–14 years) teachers in the GeneralEducation and Training (GET) Band. These Grade R-9 learners will spend almost athird of their time at school learning mathematics. According to a study completedin Namibia (Lubben & Campbell, 2006, p. 483), it is during the age range of 8–12years that learners develop attitudes to sexual behaviour. As such, in the context of aspiralling pandemic in South Africa, school teachers have a responsibility to ensurethat appropriate knowledge, skills, attitudes and values are conveyed to the younglearners in their charge. Such teachers should of necessity, be equipped with thenecessary knowledge and skills to provide the essential, appropriate education

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related to HIV and AIDS. Because of the large amount of time allocated to mathe-matics in the primary school, and the compulsory place of mathematics in theschool curriculum, it follows that mathematics education for pre-service teachersis well placed to play a role in modelling and/or exploring ways of developingHIV and AIDS teacher education as well as what is possible in mathematics class-rooms of young learners. Furthermore, the inclusion of HIV and AIDS education ina Mathematics Learning Area may be seen as a possible catalyst for other learningareas to follow suit.

Concomitant with the above, at a recent Southern African Association for Researchin Mathematics, Science and Technology Education (SAARMSTE) conference,Campbell and Lubben (2004) listed research areas that they consider to be ‘worthyof attention’. Referring in particular to mathematics education, they note that research-ers need to turn their attention to addressing the provision of appropriate mathematics,science and technology education for learners who may be ‘unwell, burdened by familyresponsibilities (or have no family) and/or are emotionally fragile’. Amongst their listeditems is the need for a ‘literature review of models of developing transferable pedagogicexpertise’ in teacher education. Furthermore, Lubben and Campbell (2006, p. 484)point out that learning and teaching to support HIV and AIDS education should focuson ‘integrating HIV and AIDS education into subject teaching’. Thus, the exploratorystudy reported in this was an attempt at investigating possible strategies for integratingHIV and AIDS in the mathematics education curriculum.

The study was informed by two theoretical and conceptual frameworks. The firstwas the inclusive education framework (Department of Education, 2001). In anattempt to move away from differentiation of schools into special and ordinary(normal) schools, and towards addressing barriers to learning for all in schools, theMinistry of Education released the Education White Paper 6 on Special NeedsEducation—Building an Inclusive Education and Training System of 2001 (EWP6)(Department of Education, 2001). The concept of Inclusive Education arose out ofthe need to facilitate change in the provision of education and training so that it isresponsive and sensitive to the diverse range of learning needs. In particular, HIV andother infectious diseases are identified as some of the barriers to learning. To illus-trate, Badcock-Walters (2002) notes the increased economic hardship, family careresponsibilities, household tasks and chores, the need to seek employment, and dete-rioration of health due to poor nutrition, as some of the added burdens of learners inthe context of HIV and AIDS. In addition to these causes of physical distress, thelearners may face extreme levels of emotional distress as well, which might result inhigh levels of insecurity and trauma; particularly when a parent dies and the learneris orphaned and becomes vulnerable as s/he is often left to her to his own inexperi-enced strategies to cope with daily living. In response, teachers are required todevelop an inclusive education and training system that takes into account the inci-dence and the impact of the spread of HIV (Department of Education, 2001, p. 23).Furthermore, EWP6 proposes the expansion of professional capacity of all teachersin curriculum development so that they can acquire competencies to recognize andaddress all barriers to learning (Department of Education, 2001, p. 49).

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The second framework that informed this project relates to the notion thataddressing HIV and AIDS should become the responsibility of all teacher educatorsand school teachers. Mathematics teachers, as well as teachers of other learningareas, need to demonstrate that HIV and AIDS education is an important aspectthat is related to everyday living. In the light of this imperative, the project addressedthe question: what are my beliefs and pre-service teachers’ beliefs about includingHIV and AIDS education in the teaching and learning of mathematics? To thiseffect, available literature calls for particular areas of competence in the curriculumfor pre-service teachers of mathematics (Shulman, 1987; McDiarmid et al., 1989;Manouchehri, 1997; Hobden, 1999; Gómez, 2002). To illustrate, Manouchehri(1997) calls for four components in a mathematics teachers’ curriculum: ContentKnowledge (CK), which refers to the knowledge of the discipline being taught;Pedagogical Content Knowledge (PCK), which refers to knowledge of the disciplinesupplemented with knowledge of learners and of learning the discipline; pedagogicalreasoning, which refers to the process of transforming content knowledge into formssuitable for particular learners in particular contexts so as to facilitate the learning;and beliefs, which relate to the teachers’ beliefs or theories about the nature of math-ematics and the teaching and learning of mathematics. Fullan (2001) also empha-sizes that the acceptance of new beliefs as an important dimension in curriculumdevelopment. Utilizing the above notion of beliefs, the project sought to understandthe participants’ beliefs about the infusion of HIV and AIDS content in the mathe-matics teaching at their Higher Education Institution and in their own classrooms inthe schools through drawings and metaphors. In addition, using the inclusive educa-tion model as espoused in EWP6, the project aimed to address what, why and how Ias a teacher educator, as well as the student teachers I teach, might infuse HIV andAIDS content in our mathematics classrooms at a Higher Education Institution andat a school, respectively.

Methods

To investigate the above, I worked with a group of seven volunteer fourth-year pre-service teachers who had expressed an interest in working with me on what I referredto as the ‘HIV/AIDS Education in Mathematics project’. The participants were partof a cohort of 145 pre-service teachers registered for the Primary School tracks of theBachelor of Education. Fourth-year pre-service teachers were selected as, at the timeof this study, they had completed more than three-quarters of their undergraduatedegree. My assumption was that that at fourth-year level, based on their experiencein the teacher education curriculum, these pre-service teachers would be adequatelyprepared to comment on their beliefs regarding the inclusion of HIV and AIDScontent in the teacher education curriculum as well as in their own classrooms asteachers in schools in an informed manner.

Robinson (1998) argues that in order to maximize the contribution of researchto the understanding and improvement of classroom practice, educators (teachereducators and teachers) need to undertake practical classroom inquiries into their

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own practice. For this reason, the project involved a practical classroom inquiry(Robinson, 1998) into student teachers’ beliefs about the inclusion of HIV and AIDScontent in the mathematics curriculum, as well as the exploration of possible strate-gies for addressing HIV and AIDS as barriers to learning in schools. The practicalinquiry gave participants the opportunity to express their beliefs about the inclusionof HIV and AIDS education in mathematics in several steps. First, informed by thework of Johnston et al. (1990) on a metaphor as an imaginative way of describing asituation to give a vivid and interesting picture, and Hobden’s (1999) notion of draw-ing and describing metaphors as a novel, interesting and appropriate manner of artic-ulating personal beliefs, the student teachers were asked to use drawings as metaphorsfor exploring and expressing their beliefs about the integration of HIV/AIDS in math-ematics education. I began the sessions by explaining the concept of a metaphor tothe focus group. Based on the above authors’ notion that drawings assist in the under-standing of metaphors and that pictures of metaphors are useful ways of visualizingand analysing people’s theories about teaching and learning, we then discussed sixhand drawn pictures that I provided as examples of metaphors, considering who orwhat represented the teacher, the learner, the mathematics and the HIV and AIDSeducation and the beliefs about integrating HIV and AIDS in mathematics embeddedin the drawings. This was meant to facilitate reflection, introspection and interroga-tion of personal understandings about the inclusion of HIV and AIDS in mathematicseducation (Sfard, 1998, p. 4) rather than the usual solving of mathematical problemsand ‘getting the right answer’.

More importantly, in this project, I believed that through our drawings, we couldbegin exploring the ways in which we might tackle the difficult and taboo subjects ofHIV and AIDS in the mathematics classroom. My beliefs were informed by thework of Mitchell and Weber (1999, p. 131), which suggests that drawings arerevealing as they can ‘point to things we may not yet be able to put into words’ andmay disclose what we hope will materialize whilst simultaneously exposing our fears,disappointments and/or frustrations. The authors contend that drawings allow forpresentation of what we see as new directions to pursue. In an unthreatening, staticform, we are able to express our imagination. According to them, drawings allow formaking public our dreams and visions in a format that we are able to control andable to identify with. Further, what we make known by way of a drawing is,however, often couched in a design that we have experienced. We are best able toreveal in a diagram that is compatible with the ingrained social context in which welive. Our lived experiences play a significant role in the subjects/objects that wechoose to represent diagrammatically. It is thus possible to make use of our pastbeliefs and experiences in the drawing of a metaphor to show how teaching andlearning of HIV and AIDS education in mathematics should take place. Thus, inthis project, the drawing of a teaching and learning metaphor was used as a tool fordirecting attention to how we believe HIV and AIDS education inclusion in theMathematics Learning Area may occur. This means that the drawings and themetaphors produced by the student teachers in the project were not meant to depictthe actual Mathematics education lessons. Rather, they were meant as entry points

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into discussions about possible strategies for the inclusion of HIV and AIDS contentinto the Mathematics Education and Mathematics curriculum.

Using the metaphors each participant drew and then reflected on the ways in whichthe teaching and learning of HIV and AIDS through mathematics might occur.During focus group interactions, each pre-service teacher was given the opportunityto record who or what represented the teacher, the learner, the mathematics and theHIV and AIDS education in her drawn metaphor and share her interpretation of hermetaphor. This discussion was audiotaped for later transcription and analysis.

The second part of the project involved classroom observations, during which Iobserved the student teachers’ ‘theory in practice’ (Vithal, 2004, p. 92), where theytaught Mathematics lessons to young primary (elementary) school learners thatinfused HIV and AIDS education. The aim of this was in part, through observationand discussions, to understand the links between the student teachers’ metaphors(reflecting their beliefs about HIV and AIDS in mathematics) and their classroomteaching. At the UKZN Faculty of Education each pre-service teacher is permitted tochoose a school for an annual 5-week period of practice teaching. The schoolcontexts chosen by the volunteer pre-service teachers ranged from a state-aidedCatholic school in an affluent area to a public school in an underprivileged area. Thepre-service teachers were placed in grades 2, 3 or 4. I observed each of the seven pre-service teachers teaching at least one integrated lesson. During this time, I thereforeobserved how the participants dovetailed HIV and AIDS education with mathemat-ics in what might be called an integrated (HIV and AIDS across the curriculum)model. Each observed lesson was audio taped for later transcription and analysis.The lesson plans prepared by the participants for these lessons were collected andafter each lesson a post-lesson interview was conducted with each of them. The audiorecordings of the lessons and the interviews were transcribed by the participantsthemselves.

Pre-service teacher educators are required to provide written reports for each lessonobserved during teaching practice. As such, copies of my written comments/assess-ment were also available for analysis. In addition, for each lesson, an observationschedule was used to record general information about the school and the learningexperience as well as any activities used during the lesson. On completion of the HIVand AIDS education in Mathematics classroom lessons, my written comments of thelessons on the observation schedule were discussed with each participant, giving themthe opportunity to confirm or correct my interpretations of the lesson.

Data selection and analysis

To illustrate the variety of conceptions of infusing HIV and AIDS content in mathe-matics among the participants in this exploratory study, I have selected four of theseven pre-service teachers’ metaphors and classroom lessons for analysis in this paper:Thembe, Celiwe, Keshni and Nobunti.1 On the one hand, Thembe and Celiwe aremature, pre-service teachers from neighbouring rural Lesotho, which also, like SouthAfrica, is ravaged by the HIV and AIDS pandemic. They are also parents and have

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vast experience at teaching young learners in rural settings. On the other hand,Keshni and Nobunti are South Africans from urban settings. Keshni’s familymembers are nurses at their local hospital. According to her, her family has constantinteractions with HIV and AIDS patients. Nobunti is a staunch member of her localCatholic church and is highly involved in its activities. She often speaks about thecoming 2010 football World Cup in South Africa and her worry that because of theHIV pandemic, many people will die before the tournament.

Second, from these drawings and metaphors, the participants were engaged indiscussions about possible strategies about how HIV and AIDS might be integratedinto Mathematics education and mathematics lessons. A third set of data wascollected from observations of lessons developed by the seven participants, four ofwhich have been selected for analysis in this paper.

To analyse the above data, I have used the classification suggested by Sfard (1998)who uses the Acquisition and Participation metaphors. Sfard’s two categories areconcerned with whether the learning is the end-point or whether learning is part of anongoing process. I used these two categories to identify the variety of possiblepersonal theories of teaching held by the participants in the group. I did not use themetaphors to classify the types of theories in a hierarchical manner or judge the meta-phors in any way. I wanted to explore the variety of personal theories of teaching andlearning, and in particular, the ways in which these relate to the inclusion of HIV andAIDS education in mathematics as envisaged by the participants.

As participants in the project, my assumption was that our volunteering to be partof the HIV and AIDS education in Mathematics project meant that all of us saw aneed to include HIV and AIDS education in mathematics. It was not my intention totry to change the pre-service teachers’ beliefs or theories they held but rather toexplore the beliefs or theories about the inclusion of HIV and AIDS education in theteaching and learning of mathematics by using their drawings and explanations of themetaphors they produced. At a later stage of the exploration I observed their ‘theoryin practice’ (Vithal, 2004, p. 92) whilst the pre-service teachers taught HIV and AIDSeducation in mathematics to young primary school learners. By observation anddiscussions, I attempted to understand the link between their metaphor and theirclassroom teaching.

What the data revealed: participants’ beliefs about integrating HIV and AIDS in mathematics education

First, ‘The hospital’ metaphor was drawn by Keshni, a pre-service teacher whosefamily lived in an urban setting and was involved with their local hospital (Figure 1)shows a drip that transfers the medicine to the patient. The doctor, with the supportof the nurse, is able to remedy the problem. People from the community and thehospital are able to join forces to cure the malady. The doctor and the nurse are atthe centre of the drawing and together with the patient are situated inside the hospital.The description of the metaphor points out that the teacher provides the HIV, AIDSand mathematics teaching. The teacher and other members of the school and

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Using metaphors for integrating HIV/AIDS education 469

community transfer the new knowledge. Learners should be made to feel welcomeand supported to gain knowledge about HIV and AIDS.Figure 1. The hospital: the metaphor drawn by Keshni (25 April 2005) with her written explanation of what each part of the drawing representsBuilding hospital → Can represent a place of education/centre of learningLight → People can come in to be enlightened about HIV/AIDS —Open door → everyone is welcome to learn about HIV/AIDSPatient → LearnerDrip → Mathematics teaching about HIV/AIDSIllness → Ignorance about HIV/AIDSEducator → DoctorNurse → represents anybody else involved in the fight against HIV/AIDS from the communityWindows are also open to allow fresh new ideas about HIV/AIDS. Open to new knowledge.Holding hands → People at schools must be united in educating learners about HI/AIDS, integration of subjectsWhen Keshni described her metaphor drawing of the hospital and how integrationof HIV and AIDS ought to take place she symbolized the integration of HIV andAIDS education in subject disciplines by showing the role players at a hospital hold-ing hands. The integration of HIV and AIDS education in mathematics is depictedby the drip where AIDS education occurs during mathematics. Keshni described herconcept of integration in the focus group discussion and she mentioned that integra-tion of HIV and AIDS education in disciplines is a new idea. She explained this bysaying that:

Building hospital → Can represent a place of education/centre of learningLight → People can come in to be enlightened about HIV/AIDSOpen door → everyone is welcome to learn about HIV/AIDSPatient → LearnerDrip → Mathematics teaching about HIV/AIDSIllness → Ignorance about HIV/AIDSEducator → DoctorNurse → represents anybody else involved in the fight against HIV/AIDS from the communityWindows are also open to allow fresh new ideas about HIV/AIDS. Open to new knowledgeHolding hands → People at schools must be united in educating learners about HI/AIDS, integration of subjects

Figure 1. The hospital: the metaphor drawn by Keshni (25 April 2005) with her written explanation of what each part of the drawing represents

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Then I also have windows here. This shows that we are also open to new ideas and knowl-edge about HIV/AIDS. … These people are holding hands here and I say that people atschool must be united in educating learners about HIV and AIDS—that’s an integrationof subjects.

(Keshni, 3 May 2005)

In contrast, some of the other drawings and metaphors were drawn by pre-serviceteachers who live in a more rural setting in neighbouring Lesotho. For example,Thembe described her vision of how HIV and AIDS education should be integratedinto mathematics by using the three-legged pot (Figure 2).Figure 2. Three legged pot: the metaphor drawn by Thembe (25 April 2005) with her written explanation of what each part of the drawing representsMan … teacherStick … new knowledge of mathematics & HIV conceptsPot … learnerIn the pot … prior knowledge of mathematics & HIVThree legs … teacher (1), learner (2), parent (3) working together as a teamFire … teaching & learning skills & techniques, curriculum and teaching & learning materialsIn the ‘Three legged pot’ metaphor, the pot, might suggest the learner as a central,large and significant part of the drawing whereas the cook is represented by a thinstick figure. The mixing stick is prominent and is used to connect the cook to thecontents of the pot. From the description of the metaphor it is clear that theteacher combines new knowledge with existing knowledge of mathematics and HIV.The knowledge is transferred to the learner who is supported by other learners andthe parent. The teaching and learning of mathematics and HIV is activated using thePCK (Manouchehri, 1997) of the teacher.

The prior knowledge of HIV and mathematics are simultaneously developed by‘adding’ new knowledge of HIV and mathematics. Thembe explained that:

Man … teacherStick … new knowledge of mathematics & HIV conceptsPot … learnerIn the pot … prior knowledge of mathematics & HIVThree legs … teacher (1), learner (2), parent (3) working together as a teamFire … teaching & learning skills & techniques, curriculum and teaching & learning materials

Figure 2. Three legged pot: the metaphor drawn by Thembe (25 April 2005) with her written explanation of what each part of the drawing represents

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Using metaphors for integrating HIV/AIDS education 471

Now the pot itself is the learner or learners. What is in the pot now? The previousknowledge and the prior knowledge about maths. The prior knowledge about AIDS. …The three legs of the pot is the collaboration system of developing the maths. We havethe learner here; this is the parent here; the teacher there. If together, they [are] workinghere [and through] collaboration then the learner will grow. So what you see there is thefire. The fire is the teachers, skills, techniques. The curriculum that is effective; theteaching materials; all these things. They will develop the prior knowledge. … You knowwhat is coming out of the stick—the new knowledge of HIV and maths adding to theprevious one.

(Thembe, 3 May 2005)

In addition, a third participant, Nobunti described the ‘goals’ of education as comingtogether on the football playground that represents the education system. The sepa-rated, different goals of mathematics and HIV and AIDS education are seen to cometogether in the educational setting. Nobunti’s vision of how the integration of HIVand AIDS education and mathematics might occur was qualified when she statedthat:

The playground is the education system because you have this ground and the goals. Sowe’ve got maths on the other side and we have HIV/AIDS education on the other side andthese come together to this centre ….

(Nobunti, 3 May 2005)

Further, using ‘cows in the veld’ as a metaphor, a fourth participant, Celiwe,referred to HIV and AIDS education in general terms by emphasizing the varioussizes of the cows in her diagram; the size of the cow being proportional to thenumber of learners who have knowledge about HIV and AIDS and knowledge oftheir HIV or AIDS status. In the focus group discussions, she explained her meta-phor as:

… HIV and education: The four cows in different sizes represent HIV and AIDS educa-tion. The biggest cow represent many people who do not believe that HIV and AIDSpandemic is there. The second biggest cow represent many people who still do notbelieve that they can be infected by HIV and AIDS. The third biggest cow representspeople who are already infected but they do not know. The last small cow representspeople who understand well about HIV and AIDS because they know they are infectedand affected ….

(Celiwe, 3 May 2005)

From theory to practice: integrating HIV and AIDS in mathematics education

To explore how these participants would translate their beliefs of integrating HIV andAIDS in the mathematics curriculum, the group agreed to develop lesson plans andimplement them in various primary schools during their teaching practice sessions. Inthis section, four of the participants’ classroom lessons are discussed to illustrate.First, during my observation of Keshni’s lesson, she introduced her mathematicslesson to a Grade 3 class of 29 learners by considering symmetry in geometric shapes.She then moved on to using a Red Ribbon shape to discuss symmetry and prepared

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a worksheet where one half of the Red Ribbon was drawn and the learners were askedto complete the other half of the symmetrical Red Ribbon shape. The learners werethus encouraged to complete a symmetrical shape that had one line/axis of symmetry.Whilst introducing the Red Ribbon shape, Keshni explored the meaning of the RedRibbon shape by asking:

Keshni: Look like this, a line of symmetry right through. I want to hand out this work-sheet to you. OK, have you come across this Red Ribbon before?

Learners: Yes.Keshni: And what does it stand for? What does it mean to you personally? Yes ….Learner 1: HIV.Keshni: HIV you say, somebody else ….Learner 2: Means you care about people who got HIV.Keshni: You care about people with HIV and AIDS, somebody else ….Learner 3: Support people with HIV and AIDS.

(Keshni, 5 August 2005)

At the close of the lesson, Keshni used a questionnaire that she devised entitled‘Myths & Facts’. This was used to discuss topics that centre round HIV and AIDSand to gauge the learner’s knowledge of HIV and AIDS issues. The questionnairerequired yes or no answers as well as some open questions. There were nine closedquestions/statements on the questionnaire. The questions/statements posed were, forexample, ‘Do you think HIV and AIDS exist?’ and ‘HIV is the name of the virus,AIDS is the disease caused by HIV.’ These questions were read and carefullyexplained by Keshni whilst the young learners were given an opportunity to decidewhether they wanted to respond ‘yes’ or ‘no’ to the particular question/statement.The learners were attentive and cooperative throughout the lesson and keen to partic-ipate in all the interesting variety of integrated activities.

Second, during her practice teaching, Nobunti was not given any mathematicslessons to teach to her Grade 4 learners but adapted a Technology lesson to integrateHIV and AIDS education. During the lesson I observed, she spoke some English tothe learners and code-switched to IsiZulu to elaborate on concepts. Nobunti intro-duced her technology lesson by discussing the Red Ribbon symbol by saying that:

Nobunti: … okay as I said the ribbon is so important.Learners: Yes, teacher.Nobunti: What is it … important? Yes it is important and special. It was made special,

isn’t it?Learners: Yes, teacher.Nobunti: It was made specially for us to respect it because we have to handle with what?

… we have to handle with respect and care because it shows that we care forthem we respect them we love them and we protect them. Who does not dothat to people who has got AIDS?

(Nobunti, 11 August 2005)

Nobunti went on to explain to learners about the Red Ribbon symbol and referred tothe large Red Ribbon signboard that was outside the school grounds. The learnerswere then asked to complete a worksheet where a Red Ribbon that was drawn on

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squared paper had to be enlarged by doubling its dimensions. The meaning of theRed Ribbon was thus adapted to be integrated with scale drawing requirement fortechnology education. The learners in the class of 49 learners contributed to thelesson presentation in a positive manner by willingly offering responses to questionsposed by Nobunti. The learners were keen to tackle the scale drawing worksheet.

Third, Celiwe introduced her mathematics lesson by encouraging her 50 Grade 3learners to consider how HIV may be transmitted by body fluid contact. Celiwemoved on to making use of graphs to integrate HIV and AIDS education in mathe-matics by stating that:

Celiwe: Now today in mathematics, you are going to learn about graphs. We are goingto learn about ….

Learners: Graphs.Celiwe: It is only through the knowing of graphs that you can be able to see how many

people are becoming infected by HIV almost every day. The number of peoplewho are already affected and infected ….

Celiwe displayed a chart with many different types of graphs and continued by statingthat:

Celiwe: Now. I have so many types of graphs here on the chart, but as for today, weare not going to use them all. We are going to focus only on the block … onthe ….

Learners: Block graph.

Celiwe, 28 July 2005)

Reading off a block graph was explained and demonstrated using one of the graphson the chart. The learner activity used for this integration lesson was an activity thatwas prepared by Celiwe during our group interactions. The learners were given thefollowing activity and together the whole class was coached through answering of thequestions. The activity that linked block graphs to HIV was a block graph showingthe ages of children with the HI Virus in Leseli Primary School (Figure 3).Figure 3. The graph and questions used by Celiwe (28 July 2005) in her integrated lesson1. How many children aged 12 years are infected?2. How many children aged 10 years are infected?3. How many children aged 15 years are infected?4. Which group has more viral load in the blood?5. How many children are infected altogether in Leseli Primary School?Fourth, Thembe also integrated HIV and AIDS education into a mathematicslesson using graphical representation. As an introduction to the lesson, Thembe’s 39Grade 2 learners were reminded of precautions to take when assisting friends whohave bleeding wounds. During the lesson a chart showing a pictograph with papercut-outs of people was used. The heading of the pictograph was ‘People living withHIV & AIDS’ and the columns were labelled ‘Mothers’, ‘Children’ and ‘Fathers’.During the lesson these young learners were encouraged to count cut-outs on thepictograph. The learners also compared the number of cut-outs in the variouscolumns. The integrated individual learner activity that Thembe used was an exam-ple of a pictograph and the learners were asked to complete the worksheet by countingthe number of pictures drawn in the columns of the pictograph. The columns on thepictograph were labelled ‘TB’, ‘TB & HIV’, ‘Flu & HIV’ and ‘Flu’. The columns inthe pictograph where a red cross was shown indicated that the HI virus was present.Thembe explained how some people may have tuberculosis (TB) and influenza (flu)and not necessarily be infected with the HI virus by saying that:

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Some people have TB but they don’t have the HI virus, some of them … have TB and alsothe virus.

Whilst referring to the worksheet with the pictograph, Thembe explained to the learn-ers that:

Some people have flu but do not have the virus. OK, so if you see someone with TB or fludon’t say that person has the HI virus. Some have flu but they don’t have the HI virus.There are some who have flu but do not have the HIV virus. There are some who have fluand the virus in their blood. So what you are going to do here is you read … people haveflu and HIV … then you count the people who have flu and the HIV ‘red cross’ then youcount and write the number here where you see the dotted lines here. … People have flu,just flu, there is not HIV virus. You count how many then you fill in.

(Thembe, 28 July 2005)

The learners then attempted the worksheet whilst Thembe assisted individuals whorequired assistance.

1. How many children aged 12 years are infected?2. How many children aged 10 years are infected?3. How many children aged 15 years are infected?4. Which group has more viral load in the blood?5. How many children are infected altogether in Leseli Primary School?

Figure 3. The graph and questions used by Celiwe (28 July 2005) in her integrated lesson

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Using metaphors for integrating HIV/AIDS education 475

Discussion

From the metaphor drawings and their captions, participants in this inquiry expresseda variety of personal theories and beliefs about the possible integration of HIV andAIDS content in the mathematics curriculum and, from these, identified strategiesthat might be used for such integration in imagined hypothetical situations. In thisexploratory study, one significant aspect of using drawings and metaphors is that ourgroup found it possible to reflect on our personal theories and possible strategies in anon-threatening, creative, interesting manner. The findings suggest that the livedexperiences of these pre-service teachers and the selected aspects each participantchose channelled the manner in which the HIV and AIDS education in mathematicsmetaphor was conceptualized and drawn. These experiences were used exploring theways in which the new content might be integrated. However, it is possible that thesetheories and strategies might change as each pre-service teacher gains further teachingexperience and gains further knowledge and understanding about the AIDSpandemic. The metaphors allowed for an initial open discussion on how and whereHIV and AIDS education ought to occur in the teaching and learning of mathemat-ics. Furthermore, we enjoyed doing the drawing and reflecting on the metaphor activ-ity that simultaneously allowed for a glimpse into our beliefs that may ultimatelyinfluence our theory in practice that will be enacted in mathematics classrooms.

According to Higgs (2000, p. 24):

[a] metaphor is a commonly used term and in teaching it has been interpreted in a numberof ways, from the teacher explaining the ‘unknown’ by comparing it with a ‘known’ to theuse of drawings or images of one experience to represent abstract ideas and attitudestowards another experience.

The manner in which metaphors were used in this inquiry with this group of partici-pants may be seen as comparing the ‘unknown’ possibility of integrating HIV andAIDS education in the Mathematics Learning Area with a ‘known’ situation that oneis familiar with in real life experiences. In addition, we made use of drawings orimages of a known experience to represent abstract ideas and attitudes towards thepossibility of inclusion of HIV and AIDS education in mathematics teaching andlearning. By drawing a metaphor to develop a ‘vision’ to foster inclusion, the pre-service teachers prepared their own unique versions of how integration may beattained. The metaphor activity with pre-service teachers provided a realistic startingpoint for appropriate development of competencies that are designed to recognizeand address barriers, such as HIV and AIDS, to learning and to move towards theenvisaged inclusive education system for all. From the possibilities suggested for HIVand AIDS education in mathematics it is possible to see that pre-service teachersbelieve that it is possible to accommodate the diverse range of needs of learners intheir charge.

This is not to suggest that the integration of HIV and AIDS across the curriculumis an easy matter. On the contrary, while the high status of mathematics presentsopportunities for this to happen, it is this very status that tends to present barriersagainst integration as teachers (and learners and parents) tend to view such social

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issues as HIV and AIDS as the responsibility of the social sciences and languages. Theparticipants in this study were also aware of these challenges. To illustrate, inNobunti’s written journal reflection of the metaphor activity she comments on thefact that she was unable to ‘fully express’ all her ideas using her metaphor drawingbecause of a ‘language barrier’ but she added:

Before doing this metaphor activity I knew very little about HIV/AIDS especially with thefact that I did not think that one can teach (integrate) maths with HIV/AIDS education toeducate learners and caution them about this pandemic.

(Nobunti, 3 May 2005)

Before teaching practice was to commence, Nobunti appeared to be rather concernedabout how the integration of HIV and AIDS education in mathematics would occur.In her reflection she wrote:

Lastly I think and believe we still face many challenges that lie ahead of us such implement-ing this HIV/AIDS Maths Education in our classroom. Not forgetting that our deepest fearwill be how to start and whether it will work.

(Nobunti, 7 June 2005)

Obviously any new venture, such as integration of HIV and AIDS in mathematics,may be met with trepidation. However, the use of metaphors and drawings seems tohave provided participants with opportunities for further reflecting on their beliefsand developing creative strategies for the classroom. The casual drawing of a meta-phor representing a teaching situation appears to remove the intimidating prospect ofimplementing a novel/unfamiliar intervention. The metaphors drawn and laterdiscussed, by each member of the group were unpolished and unrefined yet appearedto serve as a useful preparatory activity for understanding the variety of personalbeliefs of a group of volunteer pre-service teachers. The participants’ beliefs aboutintegration of HIV and AIDS in mathematics seemed not to be hampered by how thepre-service teacher considered new knowledge acquisition. Some of the pre-serviceteachers’ metaphors appeared to suggest that knowledge is acquired through trans-mission (Acquisition), while others suggested participation (Sfard, 1998), but thepre-service teachers were nonetheless able to explore possibilities for integration ofHIV and AIDS education in mathematics. What the metaphor activity allowed forwas making sense of the structure and the paradigms informing their beliefs and prac-tice in an imagined hypothetical situation. The pre-service teachers displayed a will-ingness to engage in giving meaning to a new situation by drawing and discussingsome insightful processes of integration. The drawing of the metaphors allowed thepre-service teachers to decide on how initial involvement in an innovative venturecould evolve.

Lastly, by observing these successful initial attempts of pre-service teachers atintegration of HIV and AIDS education in mathematics it is possible that not onlyHIV and AIDS education could benefit in the development of a ‘multiskilled’teacher, but also the ‘high stake’ subject, mathematics. To illustrate, in Keshni’scomment from her reflective journal, she alludes to the benefit that mathematics, as

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well as other disciplines, can gain from including HIV and AIDS education whenshe stated that:

I also think that with some brainstorming we can find other areas in mathematics that canbe used in HIV/AIDS education. If HIV/AIDS is incorporated into all learning areas,learners will know that all teachers are concerned about their future. Mathematics isviewed by the majority as a subject not related or concerned with real-life but I think thatthrough activities like this we will prove them wrong.

(Keshni, 18 April 2005)

So, what implications does this kind of work have for inclusive education in general,and teacher training for such a system in particular?

Conclusions and implications

When I asked 145 third-year pre-service teachers who were registered for a mathe-matics education module if they would like to work in a research project that dealswith HIV and AIDS education, only seven volunteered. This voluntary group thusrepresents less than 5% of the 145 and as such, the findings of the inquiry cannotbe generalized to all 145, and less so to other pre-service teachers elsewhere. Theselimitations not withstanding, the small group of volunteers in this inquiry wascommitted to working with HIV and AIDS education. Their commitment assistedin exploring the possibility of integrating HIV and AIDS content in an unlikely highstatus subject: Mathematics. As Coombe (2002) points out, the education systemcannot afford to operate in a manner that takes no notice of what is happening toindividuals, families, communities and nations. With the widespread occurrence ofthe shrewd HI virus it is impossible to justify the concept of ‘business as usual’ inteacher education and schools. When the education paradigm is shifting, teachersand teacher educators also need to adapt to finding ways and means of addressingour changing responsibilities. The HIV and AIDS pandemic has given a new literalas well as figurative meaning to the phrase ‘Adapt or die’. It is no longer feasible orprudent to ignore the new policy of inclusive education in South Africa (EWP6)that calls for change in the provision of education and training. Furthermore, the‘broad multidisciplinary approach’ that is suggested by Coombe (2002), can onlybecome a reality if teacher educators are willing to model the new approach inlecture rooms and encourage its implementation in classrooms. As such, severalquestions emerge from the findings in this inquiry: What is the possibility of inte-grating HIV and AIDS across the curriculum in teacher education and schools? Inparticular, what is the possibility of using such a strategy as drawings and meta-phors as an entry point to exploring the integration of the HIV and AIDS across thecurriculum and strategies for doing so? Further, what role do teachers’ and teachereducators’ experiences play in the development of their theories about the teachingand learning of HIV and AIDS content across the curriculum, and how mightschool and tertiary education programmes use these experiences and theories todevelop strategies that work?

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This classroom inquiry, in which a group of pre-service teachers of young learnersexplored the possible integration of HIV and AIDS education in a discipline, was anattempt at taking on the responsibility of initiating the development of the profes-sional capacity of teachers so that they are able to recognize and address the barriersto learning caused by HIV and AIDS. This initial step came about because of myinterest in what Coombe (2002, p. viii) describes as a shift from a limited ‘HIV educa-tion’ curriculum towards a wider ‘HIV and education’ paradigm. Here I confrontedthe pandemic by making use of my different perspective and experience as a mathe-matics teacher educator. Together with focus group participants, we explored andextended our beliefs about integration so that we could become multiskilled educa-tors so that we could effectively respond to the barriers to learning presented by theHIV pandemic in schools.

Note on contributor

Linda van Laren is a lecturer at the School of Science, Mathematics and TechnologyEducation in the Faculty of Education at the University of KwaZulu-Natal, SouthAfrica. She specializes in the teaching of Mathematics Education modules thatare designed for primary school teachers. Her research interests are in the areasof assessment in mathematics, multicultural and anti-racist education and HIVand AIDS teacher education in mathematics. She is currently pursuing her PhDon addressing HIV and AIDS in mathematics education with beginning teachers.

Note

1. Pseudonyms are used to protect the identity of the participants.

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