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Developing conceptual understanding of equality and equation in grade 8 algebra through inquiry based processes featuring the balanceLaw, David 14 January 2016 (has links)
Over a three-week period in March and April 2015, I administered an action research project in a grade eight mathematics class. I addressed a need for comprehension of two term algebraic equations by applying inquiry-based learning practices to a series of lessons, beginning with allowing my students to create actual working balances in the classroom. I utilized these balances to explore depth of knowledge related to solving linear algebraic equations and the basic mathematical concept of equality. Through observations, collection of student work, field notes, and student interviews, I gained knowledge about how students learn the crucial concept of equality and how inquiry impacts their understanding. I synthesized this knowledge by identifying four components or “themes” that are crucial in helping students learn: (1) community and collaboration, (2) time and space to think and discover, (3) connecting hands-on and symbolic learning, and (4) multiple learning pathways. / February 2016
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Using TIMSS 2007 Data to Examine STEM School Effectiveness in an International ContextStanco, Gabrielle January 2012 (has links)
Thesis advisor: Ina V. S. Mullis / Because results from TIMSS 2007 showed a gap in mathematics and science achievement between students in the United States and those in the top-performing countries, TIMSS 2007 data were used to investigate how school effectiveness factors known to be strongly associated with higher STEM achievement operated in the United States compared to Chinese Taipei, the Czech Republic, Singapore, and Slovenia. In each of the five countries, multilevel modeling was used to examine STEM achievement in relation to 11 school effectiveness factors associated with school resources, fidelity of curriculum implementation, and school climate, controlling for student home resources. A secondary purpose of this dissertation research was to help the TIMSS & PIRLS International Study Center prepare for multilevel modeling planned for the TIMSS and PIRLS 2011 data. Findings from this research showed that across the five countries, there were differences in how important school effectiveness factors operated. Teacher preparation, teaching the curriculum, and using instructional strategies involving reasoning and inquiry all were important school characteristics related to STEM achievement in some countries. A school environment conducive to learning emerged as being strongly associated with high STEM achievement in three of the countries, including the United States. Both absence of discipline and attendance problems as well as a school climate supportive of academic success were important predictors of student STEM achievement. This dissertation research also showed the potential of using TIMSS data as a basis for conducting school effectiveness analyses across different country contexts. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.
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An exploration of grade 8 learners' responses to real-world and standard mathematical problemsMkwanazi, Moleko Abram 26 May 2008 (has links)
This study explored how the use of real-life contexts influences South African Grade 8
learners’ responses in solving mathematical word problems. A mathematical task was
given to investigate whether the influence exists and if so how. The study falls within a
social constructivist framework which emphasizes construction of learners’ own
knowledge in the learning process. Learners do so when they are able to recognize and
interpret a mathematical task as one for which everyday knowledge as well as
mathematical knowledge would be a relevant resource on which to draw. The research
method employed was a case study. Data for the study was collected through written a
mathematical task and individual learner interviews. In the report key issues are
identified and discussed. They are concerned with (a) learners representation of a number
and (b) learners’ mathematical and real-world knowledge. The study concludes that
current use of word problems does not foster in learners realistic considerations even
though the South African curriculum emphasizes the incorporation of everyday life
experiences into mathematics. Rather than providing realistic contexts that encourage
learners to use commonsense knowledge and experience in the problem-solving process,
school word problems are perceived as artificial, undoubtedly solvable, but also that
everything in the problem text is confined to relevance and no-ambiguity. The report
concludes with recommendations for classroom practice, teacher education and further
research.
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The influence of an hour-glass model of cooperative learning on the learning and achievement of grade 8 mathematics learners in crowded classrooms / Rantopo David SekaoSekao, Rantopo David January 2004 (has links)
Cooperative learning has emerged to be a preferred teaching-learning model in South
Africa since the inception of Curriculum 2005 (C2005) emphasising Outcomes-based
education (OBE). However, the documented success rate of cooperative learning in
mathematics was experienced in small group sizes (emanating h m small class size) of
about five learners. This study, therefore, aims at affording mathematics teachers and
learners of crowded classes an opportunity to effectively use cooperative learning, namely
the Hour-glass model in mathematics lessons. The prevalence of crowded classes in the
majority of South African schools seems to inhibit the effectiveness of cooperative
learning in mathematics. The big cooperative group size of about eight learners in South
African context results in very complex lines of communication between learners. The
teacher spends more time trying to manage off-task behaviour of learners instead of
engaging them in active participation in the learning of mathematics.
The combined quantitative and qualitative research methods were used. For the former,
the study orientation in mathematics (SOM) questionnaire and the mathematics academic
achievement test were used to collect data with regard to the influence of the Hour-glass
model on the learners' learning skills in mathematics, and on the mathematics academic
achievement respectively. A specific true experimental design, namely, the Solomon
Four-group design, was used because of a large sample size (n > 500), and its credited
ability to control the sources of threats to internal validity. For the latter the lesson
observation and interviews were conducted to collect information about the influence of
the Hour-glass model on learners' social skills during cooperative learning in
mathematics.
The groups that received the treatment (i.e. Hour-glass model) achieved higher scores of
practical significance in mathematics academic achievement test than the groups that did
not receive the treatment The Hour-glass model also yielded positive social skills among
learners during mathematics learning. The teachers who applied the Hour-glass model
revealed that they coped easier with crowded mathematics classes when using
cooperative small groups. However, the Hour-glass model did not significantly influence
learners' learning skills in mathematics. Certain logistical and administrative limitations
emerged with regard to the implementation of the Hour-glass model in the usual school
setting. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
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The influence of an hour-glass model of cooperative learning on the learning and achievement of grade 8 mathematics learners in crowded classrooms / Rantopo David SekaoSekao, Rantopo David January 2004 (has links)
Cooperative learning has emerged to be a preferred teaching-learning model in South
Africa since the inception of Curriculum 2005 (C2005) emphasising Outcomes-based
education (OBE). However, the documented success rate of cooperative learning in
mathematics was experienced in small group sizes (emanating h m small class size) of
about five learners. This study, therefore, aims at affording mathematics teachers and
learners of crowded classes an opportunity to effectively use cooperative learning, namely
the Hour-glass model in mathematics lessons. The prevalence of crowded classes in the
majority of South African schools seems to inhibit the effectiveness of cooperative
learning in mathematics. The big cooperative group size of about eight learners in South
African context results in very complex lines of communication between learners. The
teacher spends more time trying to manage off-task behaviour of learners instead of
engaging them in active participation in the learning of mathematics.
The combined quantitative and qualitative research methods were used. For the former,
the study orientation in mathematics (SOM) questionnaire and the mathematics academic
achievement test were used to collect data with regard to the influence of the Hour-glass
model on the learners' learning skills in mathematics, and on the mathematics academic
achievement respectively. A specific true experimental design, namely, the Solomon
Four-group design, was used because of a large sample size (n > 500), and its credited
ability to control the sources of threats to internal validity. For the latter the lesson
observation and interviews were conducted to collect information about the influence of
the Hour-glass model on learners' social skills during cooperative learning in
mathematics.
The groups that received the treatment (i.e. Hour-glass model) achieved higher scores of
practical significance in mathematics academic achievement test than the groups that did
not receive the treatment The Hour-glass model also yielded positive social skills among
learners during mathematics learning. The teachers who applied the Hour-glass model
revealed that they coped easier with crowded mathematics classes when using
cooperative small groups. However, the Hour-glass model did not significantly influence
learners' learning skills in mathematics. Certain logistical and administrative limitations
emerged with regard to the implementation of the Hour-glass model in the usual school
setting. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
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Teachers' Mathematical Meanings: Decisions for Teaching Geometric Reflections and Orientation of FiguresNielsen, Porter Peterson 29 July 2020 (has links)
Teachers' instructional decisions are important for students' mathematics learning as they determine the learning opportunities for all students. This study examines teachers' decisions about the activities and tasks they choose for students' mathematics learning, the ordering and connecting of mathematics topics, and the mathematics within curricula not to cover. These decisions are referred to as curricular decisions. I also identify teachers' mathematical schemes, referred to as mathematical meanings, in relation to geometric reflections and orientation of figures and examine teachers' reasoning with their mathematical meanings as they make these curricular decisions. Additionally, based on the results of this study I identify several productive and unproductive mathematical meanings in relation to geometric reflections and orientation of figures. Describing productive mathematical meanings as providing coherence to student mathematical understanding and preparing students for future mathematics learning (Thompson, 2016). These findings can be used to better understand why teachers make the curricular decisions they do as well as help teachers identify whether or not their mathematical meanings are productive in an effort to foster productive mathematical meanings for students.
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Music in the Year 8 Classroom: An Action Research ProjectHartwig, Kay, n/a January 2004 (has links)
The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.
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The teaching of English in grade 8 in an OBE approachHansen, Jorgen Kristian 03 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum
2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it
aimed at eliminating discrimination and encouraging independent learning.
This new curriculum, however, left teachers uncertain and confused largely because the in-service
training provided did not provide clear direction. This study first describes the attempt by an
English teacher to explore the theoretical base of the new curriculum; it then attempts to ascertain
whether the teaching of English would have to change as a result of the OBE Curriculum 2005 and
whether material selected in the initial phase of Curriculum 2005 would meet the needs of the
learners.
The survey of the literature on language teaching pays particular attention to communicative
language teaching (CLT) with its emphasis on using the language for relevant, real-life
communicative acts. In addition, it investigates the origins and nature of outcomes-based education
to determine whether CLT and OBE combined are suitable vehicles for effective language teaching.
The literature survey also suggests a disjunction between the South African version of OBE and
CLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE,
with the underlying assumption that learning is linear, runs counter to the CLT view that language
learning cannot be controlled.
The survey of the literature on CLT and OBE also reveals the need for relevant, interesting material
that promotes purposeful communication, encouraging learners to invest in developing their
language skills. CLT requires learner engagement in real communication and OBE promotes
independent learning and learner responsibility. In the light of the demands made by continuous
evaluation and other record keeping, it is unrealistic to expect teachers to design or even adapt
material for classroom use.
The semi-empirical part of this study attempts to test the appropriacy of the material and its effect
on teaching and learning. A qualitative case study traces classroom events in two grade 8 classes
over a period of five weeks using a module taken from the material which was in use at the time at a
particular school. This material was specifically acquired by the school with a view to meeting the
requirements of the OBE curriculum. Learners in the classes were taught by two different teachers,
who recorded their observations, in accordance with a basic observation schedule, during this time.
Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during the
five weeks when the module was , and a selected group of teachers at local schools completed a
questionnaire on their perceptions of the new curriculum. The responses to the questionnaires are
analysed in relation to the literature survey and the conclusions reached by the two teachers
involved.
This study reveals that the custom-designed OBE material is not much different from that in
traditional language textbooks. It also highlights the difficulties associated with finding language
learning material which reflects the dynamics of real-life communication and is hospitable to using
the insights of current language acquisition theory, while at the same time meeting the requirements
of a South African OBE approach.
In reflecting on what is needed in effective curricular change, this dissertation reveals the
importance of involving practising teachers in developing a new curriculum and providing them
with the necessary professional development opportunities. In that context, carefully designed and
selected learning material is likely to contribute significantly to successful change. / AFRIKAANSE OPSOMMING: Teen die einde van die vorige eeu is ‘n nuwe kurrikulum, Kurrikulum 2005, ingefaseer in Suid-
Afrika. Uitkoms-gebasseerde kurrikulum (UGO), wat ‘n radikale nuwe benadering tot onderrig in
hierdie land ingelui het, was daarop gemik om diskriminasie uit te skakel en om onafhanklike leer
te vevorder
Hierdie nuwe kurrikulum het onderwysers onseker en verward laat vole omdat die indiensopleiding
nie duidelik rigtinggewend was nie. Hierdie study beskryf die poging van ‘n Engels-onderwyser om
die teoretiese basis van die nuwe kurriculum te peil en dan om vas te stel of die onderrig van
Engels sou moes verander as gevolg van UGO/ Kurrikulum 2005 en of die materiaal wat in die
aanvangsfase van Kurrikulum 2005 geselekteer is in die behoeftes van die leerders sou voldoen.
Die oorsig van die literatuur rakende taalonderrig gee besondere aandag aan kommunikatiewe
taalonderrig (KTO), met sy klem op die gebruik van taal vir relevante, lewensgetroue
kommunikasie. Verder ondersoek dit die oorsprong en aard van UGO om te bepaal of KTO en
UGO gekombineerd voorsiening kan maak vir effektiewe taalonderrig. Dit suggereer dat die Suid-
Afrikaanse weergawe van UGO en KTO nie heeltemal met mekaar versoen kan word nie. Die sterk
klem op die bereiking van sekere voorafbepaalde uitkomste in Suid-Afrikaanse UGO, met die
onderliggende aanname dat leer liniêr is, is teenstrydig met KTO se siening dat taalleer nie beheer
kan word nie.
Die literatuuroorsig van KTO en UGO openbaar die belangrikheid van relevante, interessante
materiaal wat doelgerigte kommunikasie bevorder en leerders aanmoedig om te belê in hul taal
vaardighede. KTO vereis dat die leerders deelneem aan werklike kommunikasie en UGO
beklemtoon onderwyserfasilitering en leerderverantwoordelikheid. In die lig van die eise wat
deurlopende evaluering en ander rekordhouding stel, is dit onrealisties om te verwag dat dat
onderwysers materiaal moet ontwerp of selfs aanpas vir klaskamergebruik.
Die semi-empiriese deel van hierdie studie poog om die geskiktheid van die materiaal en die effek
daarvan op onderrig en leer te ondersoek. ‘n Kwalitatiewe studie vertel wat in twee Gr. 8
klaskamers gebeur het oor ‘n periode van vyf weke toe ‘n module, geneem uit die materiaal wat in
gebruik was in ten tyde van die ondersoek, in die klaskamer geïmplementeer is. Die materiaal is
spesifiek aangeskaf deur die skool met die oog daarop om die vereistes van die UGO kurrikulum na
te kom. Die leerders is onderrig deur twee verskillende onderwysers wat hul waarneemings neersgeskryf het volgens ‘n basiese waarnemingskedule. Addisionele data is verkry met twee stelle
vraelyste. Die leerders wat die module meegemaak het, is gevra vir hul persepsies rakende
taalonderrig die vorige jaar sowel as gedurende die vyf weke toe die module gebruik is, en’n
geselekteerde groep onderwysers aan plaaslike skole het ‘n vraesly voltooi oor hul persepsies van
die nuwe kurrikulum. Die response op die vraelyste is ontleed met verwysing na die literatuurstudie
en die gevolgtrekkings van die twee onderwysers wat betrokke was .
Hierdie studie onthul dat die spesiaal ontwerpte UGO materiaal nie baie verskil van dit wat in
tradisionele taalhandboeke te vinde was nie. Verder beklemtoon dit die probleme wat ondervind
word met die vind van geskikte taalleermateriaal wat die dinamika van werklike kommunikasie
reflekteer en die insigte van die huidige linguistiese teorie aangaande taalaanleer akkommodeer,
terwyl dit die vereistes van ‘n Suid-Afrikaanse UGO benadering probeer bereik.
Waanner daar gereflekteer word oor wat nodig is vir effektiewe kurrikulêre verandering, openbaar
hierdie dissertasie die belangrikheid daarvan om diensdoensde onderwysers te betrek in die
ontwikkeling van ‘n nuwe kurrikulum en om hulle toe te rus met die nodige professionele
ontwikkelingsgeleenthede. In daardie konteks is dit waarskynlik dat sorgvuldig ontwerpte en
geselekteerde leermateriaal aansienlik sal bydra tot suksesvolle verandering.
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A language in decline ? :a constrastive study of the use of, and motivation and de-motivation for, learning Afrikaans among two groups of learners at an English medium high school in Cape Town, South AfricaManisha Govender January 2010 (has links)
<p>Afrikaans in practice replaced Dutch and became one of South Africa's official languages (along with English) from 1925. It reached the apex of its development and influence during the years of Nationalist party rule and the apartheid regime as a language of officialdom, of the judiciary and education. However, in 1994 nine African languages were afforded official status along with English and Afrikaans in South Africa. Presently, Afrikaans is still taught in the majority of schools in the Western Cape as either a first or second language. This thesis compares and contrasts the language attitudes and motivation towards Afrikaans in two groups of secondary school learners - grade eight and grade eleven learners - at the same school, viz. the Settlers&rsquo / High School in Parow, a northern suburb of Cape Town, South Africa. At this English medium school, Afrikaans as a second language is a compulsory subject. The thesis also examines the dominant ideologies held towards Afrikaans by the learners and by the school in question which contributes towards shaping their attitudes and motivations for learning the language as well as their actual use of the language. The study finds a correlation between the learners&rsquo / attitudes towards Afrikaans and their actual patterns of use of the language, which indicates that the use of Afrikaans may be in decline among especially the younger, grade eight, learners.</p>
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A language in decline ? :a constrastive study of the use of, and motivation and de-motivation for, learning Afrikaans among two groups of learners at an English medium high school in Cape Town, South AfricaManisha Govender January 2010 (has links)
<p>Afrikaans in practice replaced Dutch and became one of South Africa's official languages (along with English) from 1925. It reached the apex of its development and influence during the years of Nationalist party rule and the apartheid regime as a language of officialdom, of the judiciary and education. However, in 1994 nine African languages were afforded official status along with English and Afrikaans in South Africa. Presently, Afrikaans is still taught in the majority of schools in the Western Cape as either a first or second language. This thesis compares and contrasts the language attitudes and motivation towards Afrikaans in two groups of secondary school learners - grade eight and grade eleven learners - at the same school, viz. the Settlers&rsquo / High School in Parow, a northern suburb of Cape Town, South Africa. At this English medium school, Afrikaans as a second language is a compulsory subject. The thesis also examines the dominant ideologies held towards Afrikaans by the learners and by the school in question which contributes towards shaping their attitudes and motivations for learning the language as well as their actual use of the language. The study finds a correlation between the learners&rsquo / attitudes towards Afrikaans and their actual patterns of use of the language, which indicates that the use of Afrikaans may be in decline among especially the younger, grade eight, learners.</p>
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