The purpose of this thesis was to explore in-depth the teaching method called teaching for understanding. The thesis shows examples of how this method is used in two different Florida elementary schools, Celebration School and Cypress Elementary School. The nine components of teaching for understanding, suggested by Linda Darling- Hammond, were used as the basis for the classroom observations. Evidence was found for all components during the observations. It was observed that some of the components of teaching for understanding are within a teacher's control and some are not. The research details forms of classroom management, assessment, and activities that worked well and allowed students to learn, and most of all, understand.

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Typescript, etc. / Digitized by Kansas State University Libraries

Typescript, etc. / Digitized by Kansas State University Libraries

Typescript, etc. / Digitized by Kansas State University Libraries

Typescript, etc. / Digitized by Kansas State University Libraries

Typescript, etc. / Digitized by Kansas State University Libraries

The focus of this study was the inducement of imagery in order to retain sign language vocabulary items. Thirty-eight beginning sign language students were selected as subjects. Subjects were randomly assigned to two groups. The treatment group received instructions in the use of imagery mnemonics in order to better retain sign language vocabulary. Subjects in the control group were left to learn the vocabulary items by methods of their own choosing. Results of the statistical analyses indicated no significant difference between groups on posttest measures. However, there was a tendency toward an interaction between subjects' grade point averages and the treatments. The inducement of imagery in the treatment group was somewhat of an "equalizer" between subjects with high and low grade point averages. Additional analyses indicated that the inducement of imagery mnemonics in the treatment group was more successful for the poorer students and hindered the better students.

The unsatisfactory performance of learners m geometry specifically and mathematics in general, as revealed in SACMEQ and TIMMS reports, is an indication of the difficulties experienced by learner~ in dealing with geometry. In response to many years of learners' challenges with geometry, the South African curriculum must advocate reforms in teaching strategies applied by educators to teach geometry. The purpose of this study is to understand the challenges that educators face in the teaching of geometry in order to explore and recommend strategies of teaching geometry that will assist educators to improve learners' understanding of geometry in the senior phase. Grade six and nine mathematics results indicate that learners' performance in geometry is of poor standard. This study was conducted in Moses Kotane West Area Office of the Not1h West Province of South Africa. A total number of 35 mathematics educators in 27 middle schools participated in the study by filling in questionnaires. Data were also collected through observation and interview. The constructivism theory provided a theoretical framework for the study. Data collected were analysed by using the Statistical Package for Social Sciences 17.0 (SPSS 17.0) programme and conclusions were drawn. The study revealed that educators still used trad itional methods of teaching in the era of Outcomes - Based Education (OBE) when teaching geometry to learners. Amongst others, teachers do not use the OBE principles such as learner-centred approach, teacher facilitation and integration of knowledge in assisting learners to understand geometry. For most of the participating schools, educators sti ll follow teaching by telling rather than engaging learners in their teach in g. Reasons advanced by teachers in sticking to using methods used before the introduction of OBE include lack of pedagogical content knowledge and learner-centred instructional methods. The teachers attribute the use of the traditional teaching methods to lack of proper training and also resistance to change. The study further revealed that the majority of educators' workshops are concentrated on algebra content knowledge and less on strategies that educators should use to teach geometry. Tn view of the findings in this study, some interactive teaching methods such as problem solving, visualisation and co-operative learning are recommended and could be used for further studies in order to achieve better application of teaching strategies for geometry in our schools. / Thesis (M. Ed) North-West University, Mafikeng Campus, 2011