Syftet med denna uppsats är att beskriva och analysera vilka förutsättningar studie- och yrkesvägledare på språkintroduktionsprogram har för det individuella vägledningssamtalet. Utifrån detta utformades följande frågeställningar: vilka är vägledarnas förutsättningar för det individuella vägledningssamtalet med elever med annan kulturell bakgrund? Hur arbetar studie- och yrkesvägledaren med det individuella samtalet för att stötta eleverna i studie- och yrkesvalsprocessen? För att besvara uppsatsens frågeställningar använde vi oss av en kvalitativ metod och genomförde sex intervjuer med studie- och yrkesvägledare på språkintroduktionsprogram. Tidigare forskning visar att vägledningssamtal utgör en central funktion för studie- och yrkesvägledning och är den plats där framtidsfrågor ges utrymme. Studie- och yrkesval för elever med annan kulturell bakgrund kan innebära utmaningar då eleverna befinner sig i en ny kontext samt kan sakna kunskap om utbildning och arbetsmarknad. För att analysera vägledarnas förutsättningar och hur de arbetar med det vägledande samtalet används begreppen habitus, fält och kapital från Bourdieus sociologiska teori. Begreppet handlingshorisont från Hodkinson och Sparkes careership theory och begreppet levnadsrum från Peavys konstruktivistiska vägledning används även vid analys av empirin. Studien visar att de intervjuade vägledarna trots varierande förutsättningar, arbetar kompensatoriskt genom att informera om utbildning och arbetsmarknad samt samarbetar med andra aktörer i det vägledande samtalet. / Due to the increased cultural differences in schools across Sweden, it has been argued that there is a clash of how different guidance counselors work with language introductory programs. Accordingly, the purpose of this paper is to describe and analyze the prerequisites of guidance counselors in such programs with a focus on individual guidance consultation. The paper adds knowledge to previous research that suggest that consultations are key in the guidance of career and study for individuals coming from abroad. This is because study and career choices for students with different cultural backgrounds can be challenging as students are included in a new context and lacks knowledge about education and the labor market in Sweden. Conducting six interviews with guidance counselors on language introduction programs in Scania region of Sweden, this paper analyzes, using the concepts of action horizon from Hodkinson and Sparkes careership theory and living space from Peavy's constructivist how they work with the guiding conversations, as well as the concepts of habitus, fields and capital drawing on Bourdieu's sociological theory. The study shows that the interviewed guidance counselors, despite different and equal conditions, work compen-satory by informing about education and the labor market and cooperating with other actors in the guiding conversation.

The diploma thesis is focused on the issue of word problems with different results, to which is not given systematic attention in the specialized literature. The focus of the work is to observe how pupils and teachers of elementary school work with a word problem with different results. The theoretical part focuses on the typology of word problems, the phases of their solution and solving strategies. Furthermore, the classification of word problems according to the number of results and the typology of word problems with different results is proposed. A significant part consists of the goals with which this type of task can be assigned in the teaching of mathematics and which change depending on the teacher and his approach to teaching. The work also deals with the basic characteristics of teaching styles. The selected qualitative research using the method of observation and questionnaire allows to describe the work of teachers with a word problem with different results and to identify elements of teaching styles, namely transmissive and constructivist approaches, which are reflected in the actions of teachers. An additional method is the analysis of selected textbooks in terms of the presence of word problems with different results, which reveals whether such tasks occur in textbooks and what...

This thesis is concerned with a constructivist approach to the introduction of the cosine and sine theorems at the secondary school. The aim was to develop recommendations for teaching which are based on the idea of motivating teaching cosine and sine theorems. This approach is based on available literature and builds on experience from my own teaching of this topic. By motivating teaching, I mean an approach that is consistent with the principles of constructivism and emphasizes pupils' active learning. Current textbooks for secondary schools were analyzed from a mathematical and didactic point of view. The aim of this analysis is to describe how the topic is elaborated in publications available to teachers, and to get inspiration for my own approach. My own teaching approach was based on the theory of generic models and has been implemented in two classes of the secondary grammar school. Data collected during teaching cosine and sine theorems (video recordings of lessons, field notes from teaching and pupil artifacts) were analyzed in a qualitative way. The thesis describes the teaching in detail, with an emphasis on key phases of the discovery of the two theorems. Pupils' involvement in this process is closely followed. Where teaching did not work as planned, possible reasons are found and...

This PhD by project consists of a Manual for workers engaged in men’s behaviour change programs and a dissertation that theorises the principles underpinning the approach. The Manual and the dissertation examine a constructivist approach to challenging men’s violence against women. / The project, which is situated in rural Australia, is called the Men’s SHED (Self Help Ending Domestics) Project. The SHED Manual is based on a constructivist approach to men’s violence against women that reflects best practice principles within a profeminist framework. The Manual is comprised of eight sections that articulate various aspects of challenging men’s violence against women, with individuals, groups and communities. The dissertation details the journey of the project from its inception in 1994 to the beginning of 2002. / Personal construct theory provides a philosophical basis for the approach being enunciated in this study and it enables an exploration of constructive alternatives in engaging and challenging men towards behaviour change. As such, it is utilised both in engaging men to become non-violent and at the same time, reflexively enabling workers and facilitators to examine ways in which they can construct more effective ways for this to happen. The project is thus one of hopeful anticipation leading to new constructive alternatives in the endeavour to stop men’s violence against women.

Approaches to teaching primary school mathematics Abstract: The main goal of this thesis is to clarify the differences between two distinct approaches to teaching mathematics at primary school, the transmissive approach and so called genetic constructivism. The theoretical part of the thesis describes main features of these two approaches to teaching mathematics. The practical part shows approaches of two concrete teachers of the first grade, which are investigated by observation, analysis of videorecordings from mathematics lessons and interviews with the teachers. The videorecordings analysis shows didactic aspects of each teacher's approach to teaching. Dealing with pupil's error has been chosen as leading didactic aspect and is analysed in more detail. Furthermore, the author's development of her own approach to teaching mathematics is analysed. Key words: approach to teaching, method, technique, constructivist approach, transmissive approach, dealing with errors, individualisation, teacher's professional development

The thesis on "Critical places at the first stage of primary school in the teaching of mathematics by the Hejný method" focuses on the problematic places of the Hejný method, which make it difficult for teachers and especially their pupils at the first stage of primary schools. In the theoretical part of the thesis, the constructivist and transient educational style teaching of mathematics using the Hejný method are characterized. The critical points in mathematics identified in the project of the Grant Agency of the Czech Republic are also introduced and conceived into a unified structure. The theoretical part also includes an analysis of pupil solutions to mathematical tasks from the 2015 TIMSS international survey. The empirical part deals with the experience and view of primary school teachers in teaching mathematics by the Hejný method. The first research survey finds from future primary school teachers their experience and opinions on this method. The second research survey focuses on the identification of problematic places and roles in the teaching of mathematics by the Hejný method from the point of view of teachers who teach mathematics using the Hejný method at the first stage of primary schools. The questionnaire survey was carried out using the questionnaire method, which identifies...

Abstracts in English, Afrikaans and Zulu / Assessment is considered as integral to the teaching and learning process of Mathematics where various types of assessment are used to develop feedback for several purposes. Research has highlighted the challenge of the dominance of summative assessment in classroom assessment practices. In recent years, world countries have been acknowledging the use of assessment for learning (AfL) to enhance the learning process and thus improve learner performance. This research explored how Mathematics teachers applied AfL in their classrooms. A theoretical framework to support AfL was presented through an overview of constructivism theory, social justice theory, connectivism theory, TPACK theory and Bloom’s Revised Taxonomy. A qualitative approach and a case study design were applied involving nine Mathematics teachers from nine primary schools. Data, collected through semi-structured interviews, non-participant observation and document analysis, were thematically analysed. The findings show a positive understanding of what AfL is and its importance to the teaching and learning of Mathematics. However, the application of AfL was found to be inconsistent with its purpose of creating an environment conducive to develop feedback that supports the learning process. Challenges that inhibit its application were found to outweigh successes experienced by teachers. Lack of theoretical understanding of the use of AfL, overcrowding, the language of learning and teaching and lack of resources emerged as some of the major challenges. Teachers pleaded for more in-service training opportunities to assist them with managing assessment for learning practices in Mathematics. / Assessering is onlosmaaklik met die onderrig en leer van wiskunde verbind. Wiskunde word op verskeie maniere geassesseer sodat terugvoering om allerlei redes verkry word. Volgens navorsing oorheers summatiewe assessering in klaskamers. In die laaste jare word assessering vir leer (AvL) wêreldwyd aangewend om die leerproses en leerders se prestasie te verbeter. In hierdie studie is nagevors hoe wiskundeonderwysers AvL in die klaskamer toepas. ʼn Teoretiese raamwerk vir AvL is opgestel uit ʼn oorsig van die konstruktivistiese teorie, die sosialegeregtigheidsteorie, die konnektivismeteorie en die TPACK-teorie en Bloom se Hersiene Taksonomie. ʼn Kwalitatiewe benadering en ʼn gevallestudie-ontwerp is gevolg in die verkenning van nege wiskundeonderwysers by nege primêre skole se assessering. Data is deur halfgestruktureerde onderhoude, waarneming sonder deelname en dokumentontledings versamel en tematies geanaliseer. Daar is bevind dat die onderwysers geweet het wat AvL is en die belang daarvan in die onderrig en leer van wiskunde besef het. Die toepassing het egter nie met die oogmerk van AvL gestrook nie. Die oogmerk is om ʼn omgewing tot stand te bring wat assessering bevorder om leer te ondersteun. Die toepassingsprobleme van AvL oorskadu die welslae wat daarmee behaal word. ʼn Gebrekkige teoretiese begrip van hoe AvL gebruik word, oorvol klaskamers, die taal van onderrig en leer, en ʼn gebrek aan hulpbronne is van die grootste uitdagings. Onderwysers bepleit indiensopleiding sodat hulle die assessering van leerpraktyke in wiskunde beter kan bestuur. / Ukuhlola kuthathwa njengento esemqoka ohlelweni lokufundisa nokufunda imethamethiksi lapho izinhlobo ezahlukahlukene zokuhlola zisetshenziswa ukwakha umbiko wakamuva ngesizathu sezinhloso ezimbalwa. Ucwaningo selukhombise inselelo yokuhamba phambili kwenhlobo yokuhlola i-summative assessment lapho kuqhutshwa umsebenzi wokuhlola emagunjini okufunda. Eminyakeni esandakwedlula, amazwe omhlaba kade amukela ukusetshenziswa kohlelo lokuhlola ukufunda (AFL) ukuqinisa uhlelo lokufunda kanti lokhu kuthuthukisa izinga lokufunda lomfundi. Lolu cwaningo beluhlola indlela uthisha wesifundo semethamethiksi ebesebenzisa uhlelo lwe-AFL emagunjini abo okufundisa. Isakhiwo sethiyori esiqonde ukuxhasa uhlelo lwe-AFL lwethuliwe ngamafuphi ngomqondo phecelezi we- -constructivism theory, social justice theory, connectivism theory, TPACK theory kanye ne-Bloom’s Revised Taxonomy. Indlela yocwaningo eyencike kwingxoxo (qualitative approach) kanye nedizayini yocwaningo lotho (case study design) zisetshenziswe kuxutshwa phakathi othisha bemethamethiksi abayisishiyagalolunye abavela ezikoleni zamabanga aphansi. Idatha iqoqwe ngokwenza inhlolovo eyakhiwe kancane, kanti kuye kwabhekisiswa imibono yalabo abangadlalindima kanye nokuhlaziywa kombhalo kuye kwahlaziywa ngokuthi kubhekwe indikimba. . Ulwazi olutholwe wucwaningo lukhombisa ukuthi uhlelo lwe-AFL kanye nokubaluleka kwalo kuzwisiseka kahle kakhulu ohlelweni lokufundisa nokufundwa kwemethamethiksi. . Yize kunjalo, ukusetshenziswa kohlelo lwe-AFL kuye kwatholakala ukuthi akuhambisani nenhloso yalo yokwakha isizinda esifanele sokwakha umbiko wakamuva oxhasa uhlelo lokufunda. Izinselelo eziqukethe ukusetshenziswa kwalo lolu hlelo ziye zatholakala ukuthi zedlula impumelelo eyenziwe ngothisha. Ukwentuleka kokuzwisisa umqondo wokusetshenziswa kohlelo lwe-AFL, inani eliphuphumayo labantwana, ulimi lokufunda nokufundisa kanye nokwentuleka kwemithombo yokufunda kuye kwavela njengezinye izinselelo. Othisha baye bacela ukunikezwa amathuba okuqeqeshwa basebenza ukuze lawo makhono abancede ukuqhuba izinhlelo zokuhlola imisebenzi yokufunda imethamethiksi. / Curriculum and Instructional Studies / D. Phil. (Education (Curriculum Studies))

Mathematics anxiety is a personal characteristic which is widespread and continuing. It has a debilitating effect on mathematics performance and contributes to perceptions and attitudes that perpetuate a dislike for mathematics and a lack of confidence when dealing with mathematical problems. An investigation of relevant literature on mathematics anxiety identifies sources and symptoms and emphasises a need for a comprehensive approach to remediation. The historical development of an appropriate measuring instrument is documented and statistical evidence is used to create a mathematics anxiety rating scale suitable for measuring anxiety levels of secondary school pupils and student teachers. The extensive literature interest, research publications and remedial programmes emphasise the problem of mathematics anxiety and thus the need for a comprehensive approach to remediation. Mathematics teaching and curriculum design is expounded to provide the necessary direction to the alleviation of mathematics anxiety. General perspectives on curriculum design are discussed and a cyclical systems approach is recommended. Elements of this approach are detailed and are linked to important personal characteristics to add a humanistic and socio-cultural view of curriculum design in mathematics. The didactic viability of constructivism as an approach to mathematics curriculum design is investigated. Constructivism embodies a philosophy and a methodology which addresses the critical aspects influencing mathematics anxiety. Classroom topics and activities are reviewed in terms of a constructivist approach and the sources of mathematics anxiety are discussed from a constructivist perspective. A longitudinal case study of pupils during their five years at secondary school as well as a study involving student teachers was undertaken. Mathematics performance, perceptions, attitudes and levels of anxiety were investigated by means of tests, questionnaires, and mathematics anxiety rating scales. The statistical results of this research provide evidence to support a comprehensive approach to the remediation of mathematics anxiety. Constructivism is seen as the synthesis of critical aspects of teaching and curriculum development which will stem the perpetuation of mathematics anxiety. Constructivism provides the didactic approach to develop each individual's intellectual autonomy and mathematics power, by instilling a problem solving attitude and a self-confidence when doing mathematics. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction in these countries. The aim of the study was to examine active learning strategies used by teachers in large unfunded Physics classrooms, in Kerala, India. This study used a qualitative approach utilising a case study method. The data collection process involved mainly unstructured interviews, lesson observations and the analysis of documents. The results of the study indicate that despite the difficulties faced in India, similar to those faced by other developing countries, the Indian state of Kerala implements and supports active learning rather than the more common teacher-centred approach. The research defines the common forms of active learning in the Physics lessons and critically examines the core elements of the learner-centred teaching approaches. Successes have been found in the implementation of active, collaborative, cooperative and problem-based learning in the large underfunded Physics classes. The results of the research suggest that teachers need to be highly trained, resourceful, creative, hardworking and sometimes go above and beyond the required duties to make active learning in large underfunded Physics classroom a success. / Science and Technology Education / M. Ed. (Natural Science Education)

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