Ooreenkomstig een van die beginsels wat in die onderwys in die vooruitsig gestel word, naamlik dat onderwysers lewenslange leerders is, behoort onderwysers hulself voordurend professioneel te ontwikkel, sodat die onderwys kan getuig van kwaliteit onderrig en leer. Die Suid-Afrikaanse onderwysstelsel moet aan die diversiteit van behoeftes van leerders voldoen en vra dus ‘n kreatiewe oplossing vir onderrig en leer. Hierdie studie handel oor die rol van die departementshoof as begeleier van grondslagfase onderwysers. Navorsing verwys na ’coaching’ en kan dus direk vertaal word met 'afrigting.' Vir die doeleindes van hierdie studie hou ’coaching’ egter meer verband met begeleiding en sal dié term as vertaling dien. Navorsing in die veld van begeleiding in die onderwyssektor in Suid-Afrika blyk egter onbekend te wees. Daar blyk 'n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë soos begeleiding te wees. Die doel van hierdie studie is om te bepaal in hoe 'n mate departementshoofde van die grondslagfase binne die wetgewing en die regsraamwerk die onderwysers kan begelei binne die beperkte tyd tot hul beskikking. Die leerteoretiese beginsels van die andragogie, wat ook elemente van die kognitiewe leerteorie bevat, is vir die doeleindes van die studie as vertrekpunt gebruik. 'n Kwalitatiewe interpretivistiese benadering is gevolg ten einde die departementshoofde en bereidwillige onderwysers van vyf privaatskole se ervarings van begeleiding te kon bepaal. Semi-gestruktureerde onderhoude is met die deelnemers gevoer. Die studie het bevind dat die departementshoofde sowel as onderwysers deurlopende begeleiding nodig ag. Die deelnemende skole pas begeleiding meestal informeel toe, sonder ‘n begeleidingsmodel. Die departementshoofde se bestuur en onderrigleierskap is ondersoek en die studie het bevind dat onderwysers ‘n groot behoefte aan monitering en kontrole van hul departementshoofde verwag. Ewekniebegeleiding word weinig toegepas en is nog ‘n onbekende strategie vir die departementshoofde. Begeleiding as deurlopende strategie vir professionele ontwikkeling word verkies bo eendagwerkwinkels, aangesien begeleiding in die skool se spesifieke behoeftes kan voorsien. Die departementshoof as onderrigleier leef die visie van die skool voor, hoofsaaklik deur gedeelde waardes. Die meeste departementshoofde maak gebruik van refleksietegnieke vir begeleiding, maar verlang meer opleiding hierin. In hierdie studie is bevind dat die grootste voordeel van begeleiding daarin lê dat dit probleemoplossende denke stimuleer en nuwe onderrigmetodes aanleer. Begeleiding het bepaalde uitdagings en ewekniebegeleiding word veral deur sommige onderwysers as intimiderend en evaluerend beskou. Die studie het ook bevind dat departementshoofde beperkte tyd vir begeleiding het. Die studie maak laastens die nodige aanbevelings vir begeleiding na aanleiding van die literatuur en bevindinge van die studie. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Education Management and Policy Studies / MEd / Unrestricted

Afrikaans: Huwelike in die Suid-Afrikaanse samelewing word tans met radikale veranderings gekonfronteer. Beraders en terapeute word gekonfronteer met middeljarige huweliksmaats wat met verskeie probleme presenteer wat hulle huweliksverhouding beïnvloed. Dikwels het die egpaar kinders in die fase van adolessensie wat soms ook ‘n bron van konflik is, Die huweliksverhouding van die ouers moet egter op een of ander manier, hetsy positief of negatief, beïnvloed word deur die fase van adolessensie van die kinders, maar inligting in die Suid-Afrikaanse konteks oor hierdie invloed kon nie opgespoor word nie. <-p> Die navorsingsprobleem is geformuleer op grond van die gesin wat deur twee veranderinge, naamlik die fase van adolessensie en die fase van die vroeë middeljare terselfdertyd beweeg. Hierdie tydperk in die gesin word ook aan 'n hoë egskeidingsyfer in die Suid-Afrikaanse konteks herken. Dit is baie moeilik om die aanvang en beëindiging van die fase van adolessensie kronologies volgens In ouderdom te onderskei. Hierdie lewensfase het sy eie unieke individuele aanvang- en beeïndigingstyd vir elke adolessent. Die adolessente fase word in twee periodes verdeel. Dit blyk dat laat adolessensie (vanaf 15/16 jaar tot volwassenheid) 'n meer komplekse periode is as vroeë adolessensie (11 jaar tot 15/16 jaar) vanweë die meer gevorderde ontwikkelinge in die laat periode. Daar is 'n beduidende ooreenkoms dat die fase van adolessensie soortgelyk is as die fase van die vroeë middeljare aangesien beide deur seksuele- en identiteitskrisisse gaan, rolverdeling, emosionele aanpassing, herassessering van waardes- en finansiele probleme ervaar. Nes die fase van adolessensie kan daar teoreties na verskeie ouderdomme verwys word as poging om die middeljare af te baken. Hierdie Iewensfase kan egter ook nie in 'n presiese kronologiese ouderdom afgebaken word nie. Die literatuur dui aan dat die huweliksbevrediging van die egmaats in die fase van die vroeë middeljare wel meer negatief beïnvloed kan word deur die fase van adolessensie. Die doeI van hierdie ondersoek is om verkennende navorsing uit te voer na die invloed wat die fase van adolessensie op die huweliksbevrediging van die ouers in hulle vroee middeljare het. Die kwantitatiewe navorsingsproses is gevolg in die navorsing, alhoewel navorsingsmetodes uit beide die kwantitatiewe- en kwalitatiewe benaderings gebruik is. 'n Navorsingsvraag is soos volg geformuleer: Wat is die invloed wat die fase van adolessensie op die huweliksverhouding van die middeljarige ouers het? Die vraag was deur middel van die verkennende navorsingsontwerp en met behulp van gestandaardiseerde skale (kwantitatiewe data-insamelingsmetode) en aangesig-tot-aangesig onderhoude (kwalitatiewe data¬ihsamelingsmetode) ondersoek. Die kwantitatiewe data se resultate bestaan uit die verwerking van die respondente se biografiese gegewens, asook die gestandaardiseerde skale vir huwelikstevredenheid, -gesinsverhouding en ¬ouergesindheid. Die kwaltitatiewe data se resultate bestaan uit die verwerking van die aangesig-tot-aangesig onderhoude. Aile kwalitatiewe asook kwantitatiewe data het 'n ooreenkomstige antwoord op die navorsingsvraag verskaf. Hierdie data het aangedui dat die adolessent wel die ouers se huweliksverhouding beduidend meer negatief as positief beïnvloed. Verdere navorsing deur middel van in-diepte gevallestudies, asook navorsing met gesinne waar die adolessent in of die vroee of in die laat adolessensie is, word aanbeveel. English: Marriages within the South-African context are currently being confronted with radical changes. Counselors and therapists' are regularly being confronted with middle age marital partners who present with problems that have an effect on the marital relationship. In most cases, the marital couple has children in the phase of adolescence who are at times a source of conflict. The marital relationship of the parents is affected either positively or negatively through the children who are in a phase of adolescence, although information in the South-African context could not be found. The research problem is being formulated on the basis that these families are experiencing two changes at the same time, namely; the phase of adolescence and the phase of the early middle years. During this period, the family is also exposed to a high divorce rate in the South-African context. It is very difficult to separate the beginning and the end of the phase of adolescence on a chronological age. This life phase has it own unique individual beginning and end for each adolescent. The phase of adolescence can be divided into two periods. It seems that late adolescence (from 15/16 years to adulthood) is a more complex period compared to the early adolescence (11 years to 15/16 year), due to the more advanced development in the late period. There is a recognizable similarity between the phase of adolescence and the phase of early middle years because both phases are exposed to sexual- and identity crises, role changes, emotional adaptation, re¬assessment and problems regarding values and finances. Just like the phase of adolescence it is difficult to divide the middle years into specific age groups. It is therefore very difficult to add a precise chronological division to it. The literature shows that the marital satisfaction of marital couples who are in their early middle years is influence in a more negative way by the phase of adolescence. The aim of the study was to investigate the influence of the phase of adolescence on the marital satisfaction of the parents. The quantitative research process was followed during the research, however research methods from both the quantitative¬and the qualitative approaches were used. The research question was formulated as follow: What is the influence of the phase of adolescence on the marital satisfaction of the middle age parents. The question was researched by explorative research designs, by methods of standardized scales (quantitative data) and face-to-face interviews (qualitative data). The results of the quantitative data consist of analyzing the respondent's biographical information as well as the standardized scales for marital satisfaction, family relations and parental attitudes. The results of the qualitative data consist of the interpretation of the face-to-face interviews. All the quantitative- and qualitative results had a similar outcome in terms of the research question. This data proven that the adolescents influence their middle age parents marital satisfaction, more negatively than positively. Future research with in-depth case studies as well as research with families where the adolescents are either in the early or late stages of adolescence is proposed. / Dissertation (MA (Social Work))--University of Pretoria, 2006. / Social Work and Criminology / unrestricted

This study focuses on listening and auditory skills of Grade R learners. The researcher wanted to establish the state of these skills, and whether they influence the scholastic achievement of learners. Literature study was done, and literature indicates that listening skills are a prerequisite for language proficiency. Listening is a skill that has to be mastered before a child can learn to speak. Listening is essential for all learning, and also determines the success of learning in the formal school system. Cognitive development of the Grade R learner, which is a complex interaction among psychological, environmental and genetic factors, is also considered. Factors which influence auditory perception are emphasized and supported by the literature, as is the importance of good auditory skills. A literature study on brain development is also executed. The brain is the most complex organ in the human body and that cognitive development is seated in the brain. The study indicates the importance of correct stimulation and the acquisition of skills during the first eight years of a child’s life. School readiness, auditory perception and listening skills of the school entrant are considered. Listening skills as well as perceptual skills are skills needed for school readiness and will be discussed. The researcher utilised the mixed method for the empirical investigation, and data were interpreted from the Interpretivistic paradigm. Questionnaires to practising Grade R educators (n=20) determined the state of listening and auditory skills of current Grade R learners in the Kenneth Kaunda district in the Potchefstroom area. This was the qualitative part of the data collection. For quantitative data collection, school readiness tests (n=500) used during the past ten years from a specific pre-primary school in above mentioned district, were utilised. The test used in this study is the “Standardised School Readiness Test” of dr. S le Roux. By the statistical processing of the tests the researcher wanted to determine the state of listening and auditory skills of Grade R learners during the past ten years; whether a decrease is indicated by the statistics, and whether listening and auditory skills only make a difference according to year groups. This could, however, not be proven statistically. The educators who completed the questionnaires indicated significantly that listening and auditory skills of learners have decreased during the past few years. The researcher interprets the phenomenon as a result of the amount of learners in a class. Class ratio may have an influence, since only four to six learners are tested at a time with the school readiness test as opposed to 24 – 30 learners in a Grade R class. The researcher wanted to establish whether listening and auditory skills play a determining role in school readiness and scholastic achievement. According to literature and empirical research, listening and auditory skills do in fact play a determining role in scholastic achievement. If learners are unable to listen, they cannot learn to read and their reading comprehension is poor. All above factors contribute to learners not being ready for school when commencing Grade 1. If attention is given to the development of auditory perceptual skills as well as good listening skills of learners in the Grade R phase, the future Annual National Assessment (ANA) results of Grade 3 learners may be influenced positively. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

This study focuses on listening and auditory skills of Grade R learners. The researcher wanted to establish the state of these skills, and whether they influence the scholastic achievement of learners. Literature study was done, and literature indicates that listening skills are a prerequisite for language proficiency. Listening is a skill that has to be mastered before a child can learn to speak. Listening is essential for all learning, and also determines the success of learning in the formal school system. Cognitive development of the Grade R learner, which is a complex interaction among psychological, environmental and genetic factors, is also considered. Factors which influence auditory perception are emphasized and supported by the literature, as is the importance of good auditory skills. A literature study on brain development is also executed. The brain is the most complex organ in the human body and that cognitive development is seated in the brain. The study indicates the importance of correct stimulation and the acquisition of skills during the first eight years of a child’s life. School readiness, auditory perception and listening skills of the school entrant are considered. Listening skills as well as perceptual skills are skills needed for school readiness and will be discussed. The researcher utilised the mixed method for the empirical investigation, and data were interpreted from the Interpretivistic paradigm. Questionnaires to practising Grade R educators (n=20) determined the state of listening and auditory skills of current Grade R learners in the Kenneth Kaunda district in the Potchefstroom area. This was the qualitative part of the data collection. For quantitative data collection, school readiness tests (n=500) used during the past ten years from a specific pre-primary school in above mentioned district, were utilised. The test used in this study is the “Standardised School Readiness Test” of dr. S le Roux. By the statistical processing of the tests the researcher wanted to determine the state of listening and auditory skills of Grade R learners during the past ten years; whether a decrease is indicated by the statistics, and whether listening and auditory skills only make a difference according to year groups. This could, however, not be proven statistically. The educators who completed the questionnaires indicated significantly that listening and auditory skills of learners have decreased during the past few years. The researcher interprets the phenomenon as a result of the amount of learners in a class. Class ratio may have an influence, since only four to six learners are tested at a time with the school readiness test as opposed to 24 – 30 learners in a Grade R class. The researcher wanted to establish whether listening and auditory skills play a determining role in school readiness and scholastic achievement. According to literature and empirical research, listening and auditory skills do in fact play a determining role in scholastic achievement. If learners are unable to listen, they cannot learn to read and their reading comprehension is poor. All above factors contribute to learners not being ready for school when commencing Grade 1. If attention is given to the development of auditory perceptual skills as well as good listening skills of learners in the Grade R phase, the future Annual National Assessment (ANA) results of Grade 3 learners may be influenced positively. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

Text in Afrikaans / No specific measuring instrument to determine the emotions of primary school Pupils exists. There is nevertheless a dire need for a reliable measuring instrument for this purpose. Initially a literature study was undertaken and emotions from the developmental stages of primary school pupils were identified and described. An existing instrument of measurement for personality, the Emotions Profile Index (EPI), was adapted and implemented as a new measurement instrument to determine the emotions of primary learners. Questionnaires were completed by the parents of 144 grade 3 and 4 pupils during an empirical investigation. The degree of reliability of the new measurement instrument is particularly high. Stanines were developed for each of the different emotions. The conclusion arrived at is that the education psychologist can implement the newly adapted EPI as diagnostic instrument and conduct the planning of his therapy accordingly / Daar bestaan nie 'n sp sifieke meetinstrument wat primere leerders se emosies kan bepaal nie. 'n Groot behoefte bestaan egter aan s6 'n betroubare meetinstrument. 'n Bestaande meetinstrument vir die meting van persoonlikheid, naamlik die Emotions Profile Index (EPI) is as nuwe meetinstrument vir die meting van emosies van primere leerders aangepas en ge"implementeer. Die vraelyste is tydens 'n empiriese ondersoek deur die ouers van 144 graad 3 en 4 leerders voltooi. Die betroubaarheid van die nuwe meetinstrument is besonder haag en staneges is oak vir die onderskeie emosies, antwerp. Die slotsom waartoe gekom is, is dat die opvoedkundige sielkundige die nuut aangepaste EPI as diagnostiseringsmiddel kan aanwend en sy terapiebeplanning hiervolgens kan doen. / Educational Studies / M. Ed. (Voorligting)

Afrikaans text / Die studie ondersoek die leemte aan teoreties gefundeerde riglyne om pleegouers in die bekendmakingsproses van hulle kind se MIV-positiewe status te ondersteun Die studie geskied binne die teoretiese raamwerk van ʼn intervensienavorsingsmodel. In die empiriese navorsing is die vrese en probleme van pleegouers by die bekendmakingsproses ondersoek. Daar is bevind dat hierdie vrese en probleme in ag geneem moet word in die beoogde riglyne. Die kognitiewe ontwikkeling van die kind is deur middel van ʼn literatuurstudie ondersoek om vas te stel watter kennis, denke en inligting die kind op verskillende ouderdomme begryp. Daar is bevind dat kinders wat MIV-positief is, moontlike agterstande ondervind en dat die riglyne gevolglik gebaseer moet word op die toenemende ontwikkeling van die kind, met begrip vir individuele ontwikkelingsverskille. Voorts is bevind dat pleegouers se eie gereedheid ʼn belangrike rol speel. Alhoewel die pleegouer die bekendmakingsproses self moet aanvoer en hanteer is dit belangrik dat die pleegouers deur ʼn interdissiplinêre span ondersteun en begelei sal word. / This study investigates the absence of theoretical grounded guidelines to support foster parents when disclosing paediatric HIV. The study was done within the theoretical framework of an intervention research model. The empirical research investigated the fears and problems experienced by foster parents during the disclosure process. It was found that these fears and problems should be taken into account when compiling guidelines. The child‟s cognitive development was researched by way of a literary study in order to determine what knowledge, thoughts and information the child is able to grasp at different ages. It was found that children who are HIV positive could possibly lag behind and that the guidelines should therefore be based on the accumulative development of the child, with consideration given to individual developmental differences. Furthermore, it was established that foster parents‟ own readiness plays an important role. For this reason the foster parents should be supported and guided by an interdisciplinary team, but that they themselves should take care and execute the process of disclosure. / Social Work / M. Diac. (Spelterapie)

Text in Afrikaans / No specific measuring instrument to determine the emotions of primary school Pupils exists. There is nevertheless a dire need for a reliable measuring instrument for this purpose. Initially a literature study was undertaken and emotions from the developmental stages of primary school pupils were identified and described. An existing instrument of measurement for personality, the Emotions Profile Index (EPI), was adapted and implemented as a new measurement instrument to determine the emotions of primary learners. Questionnaires were completed by the parents of 144 grade 3 and 4 pupils during an empirical investigation. The degree of reliability of the new measurement instrument is particularly high. Stanines were developed for each of the different emotions. The conclusion arrived at is that the education psychologist can implement the newly adapted EPI as diagnostic instrument and conduct the planning of his therapy accordingly / Daar bestaan nie 'n sp sifieke meetinstrument wat primere leerders se emosies kan bepaal nie. 'n Groot behoefte bestaan egter aan s6 'n betroubare meetinstrument. 'n Bestaande meetinstrument vir die meting van persoonlikheid, naamlik die Emotions Profile Index (EPI) is as nuwe meetinstrument vir die meting van emosies van primere leerders aangepas en ge"implementeer. Die vraelyste is tydens 'n empiriese ondersoek deur die ouers van 144 graad 3 en 4 leerders voltooi. Die betroubaarheid van die nuwe meetinstrument is besonder haag en staneges is oak vir die onderskeie emosies, antwerp. Die slotsom waartoe gekom is, is dat die opvoedkundige sielkundige die nuut aangepaste EPI as diagnostiseringsmiddel kan aanwend en sy terapiebeplanning hiervolgens kan doen. / Educational Studies / M. Ed. (Voorligting)

Afrikaans text / Die studie ondersoek die leemte aan teoreties gefundeerde riglyne om pleegouers in die bekendmakingsproses van hulle kind se MIV-positiewe status te ondersteun Die studie geskied binne die teoretiese raamwerk van ʼn intervensienavorsingsmodel. In die empiriese navorsing is die vrese en probleme van pleegouers by die bekendmakingsproses ondersoek. Daar is bevind dat hierdie vrese en probleme in ag geneem moet word in die beoogde riglyne. Die kognitiewe ontwikkeling van die kind is deur middel van ʼn literatuurstudie ondersoek om vas te stel watter kennis, denke en inligting die kind op verskillende ouderdomme begryp. Daar is bevind dat kinders wat MIV-positief is, moontlike agterstande ondervind en dat die riglyne gevolglik gebaseer moet word op die toenemende ontwikkeling van die kind, met begrip vir individuele ontwikkelingsverskille. Voorts is bevind dat pleegouers se eie gereedheid ʼn belangrike rol speel. Alhoewel die pleegouer die bekendmakingsproses self moet aanvoer en hanteer is dit belangrik dat die pleegouers deur ʼn interdissiplinêre span ondersteun en begelei sal word. / This study investigates the absence of theoretical grounded guidelines to support foster parents when disclosing paediatric HIV. The study was done within the theoretical framework of an intervention research model. The empirical research investigated the fears and problems experienced by foster parents during the disclosure process. It was found that these fears and problems should be taken into account when compiling guidelines. The child‟s cognitive development was researched by way of a literary study in order to determine what knowledge, thoughts and information the child is able to grasp at different ages. It was found that children who are HIV positive could possibly lag behind and that the guidelines should therefore be based on the accumulative development of the child, with consideration given to individual developmental differences. Furthermore, it was established that foster parents‟ own readiness plays an important role. For this reason the foster parents should be supported and guided by an interdisciplinary team, but that they themselves should take care and execute the process of disclosure. / Social Work / M. Diac. (Spelterapie)

Summary With the rise of the divorce rate and the decline of the nuclear family, boys are more frequently being deprived of a father-presence in their homes. The aim of this study was to qualitatively explore and describe boys' experiences of their relationships with their absent fathers. Three boys from different racial and cultural groups were chosen as case studies and worked with from a Gestalt Play Therapy Perspective. Data was gathered from the therapeutic sessions, as well as from semi structured interviews with the childcare workers of the boys. The findings of the study appear to concur with existing literature, namely that boys with absent fathers experience difficulties in the areas of emotional, social, cognitive and moral development. Recommendations are made as to how boys with absent fathers may best be supported. Opsomming Met die toename in egskeidings en die afname van nukleêre gesinne, word daar gevind dat seuns meer dikwels die teenwoordigheid van die vader in die huis ontneem word. Die doel van hierdie studie is `n kwalitatiewe ondersoek en beskrywing van seuns se ervaring van hulle verhouding met hulle afwesige vaders. Drie seuns van erskillende rasse- en kulturele groepe is gekies vir die gevallestudies en vanuit `n Gestalt Spelterapeutiese perspektief is met hulle gewerk. Data is versamel vanuit die terapeutiese sessies sowel as vanuit semigestruktureerde onderhoude met die seuns se kinderoppassers. Die bevindinge van die studie blyk ooreen te stem met bestaande literatuur, naamlik dat seuns met afwesige vaders probleme ondervind ten opsigte van emosionele, sosiale, kognitiewe en morele ontwikkeling. Aanbevelings word gemaak oor hoe om dié seuns ten beste te ondersteun. / SOCIAL WORK / MDIAC (PLAY THERAPY)

Text in Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This has placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks and mathematics teachers to enhance the cognitive development of learners. This study takes the view that: What happens in the class is what you get. Based on the above statement, the foundation of mathematics teaching, namely the mathematics curriculum, the mathematics textbook and the teacher’s instruction in the teaching venue were scrutinised. During a diagnostic examination of teachers’ interpretation, knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching emerged: The most important finding of TIMMS is that the differences in performance in mathematics between different countries can be linked to the way teachers interpret and present the content of mathematics. Research has revealed that the interaction of teachers with curriculum content follow a dynamic and constructive application instead of direct application based on the mathematics curriculum. Teachers often change the prescriptions and order of content in the mathematics curriculum to suit their teaching style, knowledge and previous experience. Consequently, align application of mathematical concepts and skills does not take place and this creates a gap in learners’ cognitive development. It also leaves a gap in the application of the Type 5 cognitive development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need. Authors of mathematics textbooks present their own vision, interpretation and style in mathematics textbooks, which influences the order of mathematics content and concepts. The result is that mathematics content and concepts are at times not aligned with representations in the mathematics curriculum and objectives are therefore not reached. The different interpretations of mathematics textbooks by teachers differ greatly and these differences place great pressure on teachers to decide how the mathematics textbook will be used in the teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the cause of action research which will enable teachers to make a professional analysis which they can use. Because a variety of mathematics textbooks are selected for use in schools, teachers assume that these approved mathematics textbooks focus on the curriculum. They therefore slavishly follow the mathematics textbooks without consulting the mathematics curriculum. Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics content leave a big gap in their own alignment of mathematics teaching. To satisfy this need, an assessment profile and an methodology for alignment are provided to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe ontwikkeling van leerders te bevorder. In hierdie studie is van die volgende standpunt uitgegaan: What happens in the class is what you get. Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum, wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die wiskundekurrikulum. Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte voorsien. Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer. In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir gebruik. As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is. Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig. Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)