Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance. The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module. The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed. The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician. The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation. The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade assessment method. The quantitative findings relate well to other reported studies that concluded that the daily grade was poorly correlated with the competency exams (a similar phenomenon in the clinical test of the PRO400 module). From the findings of this study it appeared that there is a better correlation of the clinical test mark and the theory mark, than clinical daily mark and the theory mark. This finding related well with the lecturers. views that the clinical tests were more reliable as a clinical assessment tool than the daily clinical mark. / AFRIKAANSE OPSOMMING: "Removable Prosthetic Dentistry (PRO400)" is 'n vierdejaar-module in die voorgraadse tandheelkundeprogram wat 'n groot kliniese komponent bevat. Na 'n oorsig gedoen is van die relevante literatuur, en nadat die module-evaluering afgehandel is, is kliniese toetse in 2008 ingevoer en geimplementeer as 'n bykomende metode van kliniese assessering. Die kliniese toetse is ingestel in 'n poging om te verseker dat studente se teoretiese kennis en hul vermoe om dit klinies toe te pas op . regverdige wyse geassesseer word en om terugvoer te kan gee oor die studente se kliniese prestasie. Die doel van hierdie studie, waarin gelyktydige gemengde metodes gebruik is, was om die verband tussen die studente se prestasie in die kliniese toetse, asook hul daaglikse kliniese punte en hul teoretiese prestasie in die PRO400-module vas te stel. Die tweede deel van die studie het ondersoek ingestel na die akademiese personeel se persepsies van die kliniese toets as 'n instrument vir kliniese assessering in die PRO400-module. 'n Dwarssnit-gevallestudie-ontwerp is gebruik en 'n gemengdemetode-benadering was nuttig om sowel kwalitatiewe as kwantitatiewe data in te samel. Vir die kwantitatiewe data-insamelingverslae is die uitslae van 109 vierdejaar-tandeheelkundestudente in die PRO400-module aan die einde van 2007 gebruik. Vir die kwalitatiewe data-insameling is onderhoude gevoer met drie voltydse dosente in die Prostetiese Tandheelkunde-departement. Die kliniese toetspunte en die kliniese sessiepunte van al die studente (n=109) in die PRO400-module is met hul teoriepunte van daardie jaar vergelyk. Die toetspunte is op 'n sigblad in Microsoft Excel ingevoer en die data-analise is met die hulp van 'n statistikus gedoen. Die analitiese abstraksiemetode is vir die analise van die kwalitatiewe data gebruik. Die basiese vlak van data-analise in die narratiewe vorm is eerste gedoen. Dit is gevolg deur 'n tweede, hoervlak-data-analise. Die basiese en hoer vlakke van analise is onder die volgende temas bespreek: kliniese toetse, studenteprestasie, ooreenstemming van teorie en kliniese assessering, en persoonlike invloed op studieleiers se assesseringspraktyke en houding. Rol-aanneming en die studieleiers se persepsies, asook kwessies rakende die studente is as ontluikende temas ondersoek. Die resultate van hierdie studie het aangetoon dat die kliniese punte van 45 studente 10% hoër was as hul teoriepunte, en dat slegs agt studente se teoriepunte 10% hoër as hul kliniese toetspunte was. Dit het geblyk dat daar feitlik geen verband was tussen die studente se kliniese daaglikse assesseringspunte en hul teoriepunte nie. Die gemiddelde teoriepunt was 47%, die gemiddelde kliniese toetspunt was 55% en die gemiddelde daaglikse kliniese punt was 63%. Al die studieleiers het die kliniese toets as assesseringsinstrument goed aanvaar en hulle het saamgestem dat dit meer betroubaar en akkuraat is as die daaglikse kliniese assesseringsmetode. Die kwantitatiewe bevindings hou goed verband met dié van soortgelyke studies waarin daar bevind is dat die daaglikse prestasie swak gekorreleer het met die bevoegdheidseksamen (ʼn soortgelyke beginsel as die kliniese toets van die Pro400). Dit het ook uit die bevindings van hierdie navorsing geblyk dat daar ʼn beter korrelasie is tussen die kliniese toetspunt en die teoriepunt as tussen die daaglikse kliniese punt en die teoriepunt. Hierdie bevinding het ʼn duidelike verband getoon met die dosente se siening dat die kliniese toetse as ʼn kliniese assesseringsinstrument meer betroubaar is as die daaglikse kliniese punt in die PRO400-module in die Tandheelkunde-program.

Thesis (MPhil (Curriculum Studies)--University of Stellenbosch, 2007. / A new Outcomes-based Education (OBE) system, as well as a new Further Education and Training (FET) framework, has been proposed by the government to address past inequalities and provide a skilled labour force. The introduction of OBE has necessitated a paradigm shift in both educational and assessment practices. The FET policies, led by the introduction of the Green Paper for FET in 1998, aimed to inform the FET institutions on the implementation of outcomes-based assessment. However, the implementation of these policies has posed many obstacles and challenges. Lecturers are unsure about the implementation strategies, and their attempts to cope with these uncertainties are seldom effective. Consequently, lecturers struggle to bring their assessment practices in line with the policies. This was the research problem of the study. The aim of the study was to determine discrepancies between the policies and the practices. The FET policies and related literature were consulted to determine how assessment practices should change. Subsequently, a questionnaire and focus group discussions were used to determine the current assessment practices of lecturers at the Klerksdorp campus of Vuselela College. Thereafter, the requirements of the policies and the current assessment practices of the lecturers were compared to determine the extent to which the lecturers had adopted the new assessment practices. Various discrepancies were found. The first discrepancy existed between the implementation strategies of the new FET curriculum and the actual implementation process at the college. No learnerships had been implemented in the N-courses and the implementation process had been delayed several times. A second discrepancy existed between the requirements for lecturers to be registered as assessors and the registration process. Lecturers completed the training courses but struggled to register as assessors. A bottleneck existed with the registration process because of the number of lecturers that had to be registered. In addition, the training did not provide the lecturers with sufficient knowledge to implement outcomes-based assessment while the training was presented on the wrong National Qualifications Framework (NQF) level. Another discrepancy existed with regard to the implementation of the learnerships and the implementation of outcomes-based assessment. Lecturers were only expected to implement outcomes-based assessment in courses where learnerships had been implemented. This meant that lecturers who lectured on N-courses were still required to use more traditional assessment methods. While some lecturers preferred paper-based assessment methods, other lecturers felt that the restrictions imposed by the DoE were depriving them of the opportunity to use more alternative methods. Problems such as an increase in the workload, administration and paperwork and learner numbers were also experienced. Regarding these discrepancies, it was firstly recommended that the DoE be realistic about implementation dates and be transparent about delays and problems. Lecturers could assist the DoE in the implementation process by writing unit standards. Secondly, it was recommended that the DoE should have an efficient structure in place to deal with the vast number of lecturers that would have to register as assessors. This can be done by employing extra human resources. Better training is necessary to support and empower lecturers to implement outcomes-based assessment. Thirdly, lecturers could be encouraged to implement the new assessment practices by giving them recognition for good work, providing them with assistance and appointing lecturers who act solely as assessors. These discrepancies are more related and the recommendations more useful to this particular college than the assistance that is provided by the DoE by making the college aware of the obstacles and challenges that the new assessment practices pose.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2007. / This thesis analyses the potential of resource materials to facilitate NCS (National Curriculum Statement) curriculum development processes related to the teaching of Natural Science in the Primary School. The resource, We Care learning support materials, was presented to teachers within the context of an INSET programme. During the course of investigating two teachers’ curricular activities as they engaged the We Care materials, their professional development is traced as an outcome that parallels their curriculum activities. Case study research, consistent with the interpretive paradigm, served this study. With respect to the evidence acquired, the curriculum development activities and associated indications of teacher learning were scrutinized concomitantly. Working within a guiding framework, I chronicled the teachers’ involvement with the We Care learning support materials and detailed their curricular processes. At the same time, I monitored indications of professional development that associated with these processes. Likewise, professional development indicators were used to establish teacher learning.

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: This investigation was aimed at gaining an understanding of the learning processes in the English Foreign Language programme at Stellenbosch University. The relationships between students’ reported language learning strategy use and their language proficiency as measured on a standardised English language proficiency test were recorded and the influence of other learner factors such as age, gender, motivation, culture and educational background, and teacher-centeredness versus learner/learning-centeredness in learning situations and curricula were explored. A literature review was done to provide some insight into similar research conducted internationally and in South Africa and to provide a framework for this investigation. Research contributions by Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) and Van der Walt and Dreyer (1995a & 1995b) provided insight and a foundation for this investigation. The research is primarily qualitative and set in an interpretivist paradigm in an attempt to firstly explore the relationship between reported language learning strategy use and English language proficiency in the skills of reading and listening and secondly to explore other factors which could impact on the development of English language proficiency in all four language skills. The study was not concerned with a search for generalisible phenomena, but was aimed at providing a descriptive analysis of the interpreted understanding of social phenomena with regard to English Foreign language learning processes, where English proficiency had to be used for academic purposes. Information was obtained through observation, informal discussions, questionnaires, interviews, focus group interviews and English language proficiency test results. Results were interpreted for this particular situation at Stellenbosch University and suggestions were made as to how language learning strategies could be incorporated into the English Foreign Language curriculum to optimise the development of English language proficiency. Suggestions for further related research were also made. / AFRIKAANSE OPSOMMING: Hierdie ondersoek was daarop gemik om insig te verkry in die leerprosesse in die Engels as Vreemde Taal (EFL) program by Stellenbosch Universiteit. Die verhoudings tussen leerders se aangeduide taalleerstrategieë en hulle prestasie op ’n gestandardiseerde Engelse taaltoets is ondersoek asook ander faktore wat moontlik ’n invloed sou kon hê op die taalleerproses: ouderdom, geslag, motivering, kultuur en opvoedkundige agtergrond, asook onderwyser-gefokusde versus leerder-gefokusde onderrig en kurrikula. ’n Literatuurstudie is gedoen om ’n insig te verkry oor soortgelyke navorsing wat gedoen is op internasionale vlak en in Suid-Afrika, en ook om ’n raamwerk vir hierdie navorsing te voorsien. Die navorsing van veral Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) en Van der Walt en Dreyer (1995a & 1995b) het bygedra tot insig en ’n agtergrond vir hierdie ondersoek. Die navorsing is hoofsaaklik kwalitatief in ’n interpretiwistiese paradigma om eerstens die verhouding te ondersoek tussen aangeduide taalleerstrategie gebruik en Engelse taalvaardigheid in the lees- en luistervaardighede, en tweedens om ondersoek in te stel na ander faktore wat moontlik ’n invloed kan hê op die taalleerproses in al vier die taalvaardighede. Die studie is nie in die eerste plek onderneem om veralgemenings te kan maak nie, maar was gemik op die verkryging van ’n beskrywende analise van die sosiale invloede betrokke by die aanleer van Engels as ’n vreemde taal vir gebruik as ’n akademiese taal. Inligting is verkry deur observasie, informele gesprekke, vraelyste, onderhoude, fokusgroeponderhoude en Engelse taalvaardigheidstoetsuitslae. Bevindinge is ontleed vir die spesifieke situasie by Stellenbosch Universiteit en aanbevelings is gemaak oor die moonlike insluiting van taalleerstrategieë in die leerplan en kurrikula van die Engels as Vreemde Taal (EFL) program. Aanbevelings vir verdere navorsing is ook gemaak.

Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008. / Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.

Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008. / This investigation reports on the extent to which teachers became curriculum developers while participating in a collaborative research project with a university based researcher as facilitator. The aim of this study was to examine teacher’s interaction with learning support materials, fostered by a process of professional development, to gain insight into their potential to engage in the activity of curriculum development. To support this whole process, the research strategy of Action Research was employed. Teachers were introduced to the learning support materials during initial workshops, and links were established with the RNCS and the three learning outcomes for the learning area of Natural Science. They were then requested to draft a lesson plan, and following the implementation of the materials, observation of the teachers engaging with the materials, and a process of reflection, they were once again requested to re-draft the initial lesson plan. Three frameworks for analysis, situated within the interpretive paradigm, were employed to ascertain to which extent both professional and curriculum development was evident at the conclusion of the program. The analytical framework used to ascertain the measure of professional development was the model proposed by Bell and Gilbert (1994), consisting of three aspects namely, personal, professional and social development. The two frameworks employed for the analysis of possible curriculum development were firstly, a model adapted from the research by Boomer (1992) consisting of five stages for mapping the curriculum, and secondly the model proposed by Remillard (1999) that includes three arenas of curriculum development, namely curriculum design, construction and mapping. The conclusions of this investigation were that teachers partially engaged with the activity of curriculum development, and that a certain measure of professional development was achieved by the participating teachers. Recommendations for further research was that a more sustainable effort over a longer period of time constituting the aspects of action research, and even added different learning support materials should be engaged in. Also that could be conducted on a larger scale involving more schools, and also closer links to be established with the educational structures and authorities.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2007. / This thesis deals with my practice as a mathematics teacher at a post-matric programme at the University of Stellenbosch. I use aspects of three different approaches to social science research, namely phenomenology, narrative inquiry and the discipline of noticing, to research my personal experiences. These experiences include learning mathematics at school and university as well as teaching mathematics in a post-matric programme. These experiences are presented by means of briefbut- vivid descriptions, journal entries and records of classroom conversations and are reflected on in the light of relevant literature. The reflections and readings lead to alternative ways of thinking about learning, teaching and researching as found in the cognitive theory of enactivism. These new ways of thinking are used to reflect on my current practice by focusing particularly on knowing, listening and noticing and are used to imagine what my practice could look like in the future. My approach, framework, focus areas and imagined practice all emerge during the research process. This process is presented through ‘behind-the-scene’ reflections on my own experiences of doing research. By presenting these experiences, this thesis also deals with the process of doing research – in particular it deals with the process of using an emergent design.

Thesis (MEd)--University of Stellenbosch, 2006. / When CURRICULUM 2005, hereafter C2005 (Department of Education [DoE], 1997b), was implemented in Grade 7 in 2000 none of the in-service teachers were sufficiently trained to teach Life Orientation. Higher Education Institutions had only then started to adapt teacher-training programmes to meet the needs of an outcomesbased curriculum for all aspiring teachers. Some in-service teachers had been trained as subject specialists in some of the focus areas contained within Life Orientation, like Physical Education, Guidance and Religious Education, but no teacher had been trained, pre-service or in-service, to be a specialist in all of the focus areas contained within Life Orientation. The Department of Education prepared teachers for the implementation of C2005 (DoE, 1997b) by means of a weeklong orientation programme. Teachers were orientated to an outcomes-based philosophy and teaching approach, and to specific outcomes and assessment criteria, but no content training was offered. A Life Orientation teacher is expected to have a body of knowledge on a range of subjects or focus areas as prescribed by the specific outcomes (DoE, 1997b). This study is aimed at researching the Life Orientation learning area and investigating the ways and level of preparation teachers had received to equip them to implement Life Orientation in the Senior Phase of the General Education and Training Band. A case study was used as a research design and specific schools in the Education Management and Development Centre Metropole North were selected to participate in the case study. Qualitative and quantitative data were obtained through questionnaires, interviews and observations. A descriptive research strategy was employed to capture, analyse and interpret the data. The research found that there were gaps in the preparation of Life Orientation teachers to implement C2005 (DoE, 1997b). Recommendation are made with regard to training and support programmes to ensure that teachers are adequately empowered to implement Life Orientation in the Revised National Curriculum Statement (DoE, 2002b) in the General Education and Training Band and in the National Curriculum Statement (DoE, 2003b) in the Further Education and Training Band.

Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2009. / AFRIKAANS OPSOMMING: Die prosevaardighede en die vermoë om ‘n wetenskaplike ondersoek uit te voer deur graad nege leerlinge, is ondersoek. Die begrip van hierdie vaardighede, byvoorbeeld waarneming, meting en data versameling, sowel as die beredenerings wyses tydens die oordrag van die bevindinge (resultate) van die ondersoek, is ook geëvalueer. Die proses in totaliteit is geëvalueer deur die gebruik van drie take insluitende geskrewe ondersoeke, onderhoude en waarnemings. Twee-en veertig Natuurwetenskap leerlinge van die primêre skool het aan die ondersoek deelgeneem. Die geskrewe ondersoek was die grondslag (fundamentele) aktiwiteit om die leerlinge se begrip van ‘n wetenskaplike ondersoek te evaluur. Die onderhoude was onderverdeel in vyf afdelings insluitende die doel, die belangrikheid, die voordele van die verstaan van prosesvaardighede, sowel as die probleme en uitdagings ondervind terwyl die leerlinge aktief betrokke was by of self besig was met die uitvoering van wetenskaplike ondersoeke. Die meerdeheid data (inligting) was verkry deur die waarneming van leerlinge wat saamwerk tydens die uitvoering van die ondersoekeie ondersoeke. ‘n Ontleding van die leerlinge se prestasie in die opdragte, individueel, sowel as in groep verband is gedoen. ‘n Ontleding van die leerlinge prestasie het getoon dat min leerlinge voldoende (bevredigende) begrip toon aangaande data (inligting) versameling en die oordra (kommunikasie) van die bevindinge (resultate). Die resultate van die ontleding onthul (toon) dat die gedeeltelike bereiking van die vereistes vir die uitvoering van ‘n wetenskaplike ondersoek die norm was. Hierdie leerlinge se waarnemings en meetings was onakkuraat, kon slegs sommige veranderlikes identifiseer, het slegs basiese wyses gebruik om die inligting (data) te versamel en te verwerk, en die oordrag (kommunikasie) van resultate was onvoldoende. / ENGLISH ABSTRACT: This research study explored Grade 9 learners’ process skills and their ability to conduct a scientific investigation. The understanding of these skills, for example observation, measurement and data collection, that these learners drew upon, and the way they reasoned while communicating their findings in the investigation, were also examined. This whole process was evaluated using three tools: a written survey, interviews, and observations of 42 Natural Sciences learners at the primary school. The written survey was the base-line tool to evaluate the learners’ understanding of scientific investigation. The interviews were done in five categories: the purpose of scientific investigation, the role and the advantages of understanding process skills, the problems and challenges encountered when learners are performing scientific investigations and experiences gained in conducting a scientific investigation. The main body of data was obtained from observing learners working cooperatively in the actual process of conducting scientific investigations. An analysis of their performance of tasks, both individually and as part of the group, was conducted. An analysis of the sample of learners’ performances revealed that few learners display a satisfactory understanding of how to collect data and communicate their findings. Instead, only a partial achievement of the requirements of conducting a scientific investigation was the norm. These learners observed and measured inaccurately, identified only some variables, established only simple trends in the process of collecting data, and did not form enough structure to communicate their findings.

Thesis (MEd (Curriculum Studies)--Stellenbosch University, 2010. / ENGLISH ABSTRACT: The aim of this research is three-fold. Firstly I aimed to show the difficulty of the concept of proportional reasoning through empirical research. Several researchers have shown the degree of difficulty learners experience with proportional reasoning and have even indicated that many university students (and adults) do not have sound proportional reasoning skills. Piaget’s controversial developmental levels classify proportional reasoning as a higher order thinking skill in his highest level of development, formal operational thought, and claims that most people do not reach this level. The difficulty of proportional reasoning and the fact that it is a skill needed within all Learning Outcomes of Mathematical Literacy creates a predicament in terms of the difficulty of the subject in general. Is it then fair to classify Mathematical Literacy as an inferior subject in the way it has been done over the last few years if it is a subject that requires learners to operate at such a high level of thought through proportional reasoning? Secondly, I would like to confirm with the use of a baseline assessment that learners entering Grade 10 Mathematical Literacy have poor proportional reasoning skills and have emotional barriers to Mathematics and therefore Mathematical Literacy. The research will be done in three private schools located in the West Coast District of the Western Cape in South Africa. If learners in these educationally ideal environments demonstrate poor proportional reasoning skills even though they were privileged enough to have all the possible support since their formative years, then results from overcrowded government schools may be expected to be even worse. The learners in Mathematical Literacy classes often lack motivation, interest and enthusiasm when it comes to doing mathematics. Through the baseline assessment I confirm this and also suggest classroom norms and values that will help these learners to become involved in classroom activities and educational discourse. Thirdly and finally this research will focus on the design of activities that will aim to build on learners’ prior knowledge and further develop their proportional reasoning skills. I argue that activities to develop proportional reasoning should take equivalence of fractions as basis to work from. The activities will aim to help learners to set up questions in such a way that they can solve it with techniques with which they are familiar. Interconnectivity will form a vital part to this investigation. Not only do I indicate the interconnectivity between concepts in the Mathematical Literacy Learning Outcomes of the National Curriculum Statement, but I would like to make these links clear to learners when working through the proposed activities. Making links between concepts is seen as a higher order thinking skill and is part of meta-cognition which involves reflection on thoughts and processes. In short, this research can be summarised as the design of activities (with proposed activities) that aims to develop proportional reasoning by making connections between concepts and requires of learners to be active participants in their own learning. / AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing is drieledig. Eerstens will ek die probleme met die konsep van proporsionele denke uitlig deur eksperimentele ontwerp navorsing. Verskeie navorsers verwys na die moeilikheidsgraad van probleme wat leerders ondervind met proporsionele denke. Sommige van hierdie navorsers het ook bevind dat verskeie universiteitstudente (en ander volwassenes) nie oor die vaardigheid van proporsionele denke beskik nie. Piaget se kontroversiële ontwikkelingsvlakke klassifiseer proporsionele denke as ‘n hoër orde denkvaardigheid in sy hoogste vlak van ontwikkeling, formele operasionele denke, en noem dat meeste mense nooit hierdie vlak bereik nie. Die hoë moeilikheidsgraad van proporsionele denke en die feit dat dit ‘n vaardigheid is wat binne al die Leeruitkomste van Wiskundige Geletterdheid benodig word veroorsaak ‘n dilemma as mens dit vergelyk met die moeilikheidsgraad van die vak oor die algemeen. Tweedens wil ek met behulp van ‘n grondfase assessering bewys dat leerders wat Graad 10 Wiskunde Geletterdheid betree swak proporsionele denkvaardighede het, gepaardgaande met emosionele weerstand teenoor Wiskunde en Wiskunde Geletterdheid. Die navorsing sal gedoen word in drie privaatskole in die Weskus distrik van die Wes-Kaap van Suid-Afrika. Indien leerders in hierdie ideale opvoedkundige omstandighede swak proporsionele denkvaardighede ten toon stel, ten spyte van die feit dat hulle bevoorreg was om sedert hulle vormingsjare alle moontlike opvoedkundige ondersteuning te geniet, dan kan verwag word dat resultate komende van oorvol staatskole selfs swakker mag wees. By leerders in Wiskunde Geletterdheid klasse kan daar gereeld ‘n gebrek aan motivering, belangstelling en entoesiasme ten opsigte van Wiskunde bespeur word. Deur gebruik van die grondfase assessering wil ek hierdie stelling bewys en ook voorstelle maak vir klaskamernorme en waardes wat sal help om die leerders meer betrokke te maak by klaskameraktiwiteite en opvoedkundige gesprekke.