Magister Educationis - MEd / Little attention is usually given to the disadvantaged pupils' lack of problem solving skills and thinking skills needed for successful learning of differential calculus. Factors like what makes (disadvantaged) pupils not function (cognitively) very well are usually overlooked. The only factor considered by (some) teachers being only to comment on the impairments that already exists. That is for example labelling students as unintelliqent "foolish" or "dull". In some cases the blame is placed fully on the system (Government and its hidden agenda). While others blame the environment in which the pupils live without finding what impact the situations have on the learners' cognition. There is a need to know where and what causes cognitive impairment in general. This study looks at the domain of differential calculus. This research therefore sets out to find what the causes of cognitive deficiencies are in the learning of differential calculus. To find out some of the causes 67 High School pupils and 40 first year University students completed the questionnaires, 34 pupils wrote the differential calculus test, 10 final year matric teachers ,also contributed some information about some causes of cognitive deficiencies and how they could possibly be remedied. 4 first-year university mathematics students and 7 high school pupils were involved in the thinking - aloud interviews. The interviews were audio-taped and then subjected to a protocol analysis. Special references to this study were made to the works of Feuerstein, Perkins and Sternberg Thus in general the research set out to answer the following questions: 1. Which problems do pupils think they have with regard to learning differential calculus? 2. Which cognitive deficiencies or difficulties do pupils have in the learning of differential calculus? 3. What role do motivation and affective processes and other non-cognitive processes have in the learning of differential calculus? 4. Is there any relationship between the pupils' cognitive deficiencies, motivation and affective processes as well as the problems they think they have with regard to learning differential calculus? 5. What perception do practising teaching have on the above? 6. Is there any change or changes for first year university mathematics students? 7. Which instructional strategies can be used to rectify such deficiencies? 8. What are the implications and recommendations for further study? .... It was found that there are many cases of deficiencies among high' school pupils. These can briefly be summarised as follows: lack of effective institutional processes, poor socio-economic and political climate for blacks, inadequate research (thinking aloud) among the pupils. Finally the list of 28 recommendations and implementation for further study were suggested. These 28 recommendations were further divided into 5 general headings that teachers could experiment with in the classroom and school.

Den här flerfallstudien har som syfte att undersöka hur den arktiska ursprungsbefolkningen ges regionalt inflytande i intressefrågor som direkt eller indirekt påverkar deras traditionella livsuppehälle i de arktiska områden som tillhör Ryssland, USA, Kanada, Danmark (Grönland) och Norge. Studien tillämpar metoden Ethnographic Content Analysis och utgår från teorierna liberalism och realism inom internationella relationer för att analysera ländernas arktiska policys och institutionella processer som berör deras arktiska ursprungsbefolkning. Vikten av inflytande i staternas institutionella processer är vital för ursprungsfolkens fortsatta överlevnad i Arktis, och eftersom Arktis beräknas bli en ny global region för utveckling så är det viktigt att identifiera farorna som dåliga strategier, policys, rättsliga ramverk och samarbeten skulle kunna skapa i relation till välbefinnandet hos regionens ursprungsbefolkning. Resultatet av studien visar på att Arktis som område är väldigt viktig ur ett geostrategiskt och ekonomiskt perspektiv för länderna, och resulterar i att ursprungsbefolkningens inflytande blir begränsat eller försvårat av staten i vissa sakfrågor som berör båda parter. Flertalet länder erkänner den arktiska ursprungsbefolkningens mänskliga rättigheter, men hur rättigheterna implementeras och vilken utsträckning ursprungsbefolkningen får medverka i implementeringen skiljer sig åt mellan staterna. Skillnaden ligger framförallt i hur maktstrukturen är fördelad mellan staten och ursprungsbefolkningen, där vissa länder uppvisar en stark centralmakt medan andra ger större utrymme för självbestämmande och självstyre. Generellt har staterna därför en betydande roll för beslutstagande influerat av både realistiska och liberalistiska värderingar. I den mån som staterna agerar efter liberalistiska värderingar så arbetar dem aktivt mot att samarbeta med ursprungsbefolkningen och bekräfta deras rätt till inflytande för att generera en representativ bild av samhället. Å andra sidan visar nationalstatens centrala roll i beslutsprocesser på att realistiska värderingar fortfarande väger tungt i samhällsstrukturen samt utformandet av nationella intressen och policys. / This multiple case study has the purpose of examining how the Arctic indigenous population is given regional influence in issues that directly or indirectly are affecting their traditional livelihoods in the Arctic areas belonging to Russia, the United States, Canada, Denmark (Greenland) and Norway. The study applies the method of Ethnographic Content Analysis and uses the international relation theories of liberalism and realism to analyze the nations’ Arctic policies and institutional processes that affects their Arctic indigenous population. The matter of influence within the states institutional processes is of vital significance for the continued survival of the Arctic indigenous population, and since the Arctic is believed to become a new global area of development, it is important to identify the dangers that bad strategies, policies, legal framework and cooperation could create in relation to the well-being of the Arctic indigenous people. The result of the study show that the Arctic is important both as a geostrategic and an economic perspective for the countries, which limits or obstruct the influence given to the indigenous peoples in issues affecting both parties. The majority of the countries recognize the Arctic indigenous peoples’ human rights, but the countries differ in both how the rights are implemented and to what extent the indigenous population are part of the implementation. The difference lies especially in how power is distributed between the state and the indigenous people, where some countries showcase a strong centralized power within the government and other states devote a greater space for self-determination and autonomy. Generally, the states’ role for decision-making is therefore of great importance, influenced by both realistic and liberal values. When acting upon liberal values, the states actively work towards cooperation with the indigenous people and recognizing the indigenous people’s right to influence, to generate a representative depiction of the society. However, the nation state’s central role in decision-making display that realistic values still are paramount in the structure of society and in the formation of national interests and policies.