Thesis in Afrikaans with summaries in Afrikaans and English / Die doel van hlerdie ondersoek is om die ekstrinsieke en intrinsieke oorsake van leermislukking met spesifieke verwysing na skole in die Windhoek stadsgebied te bepaal en om aanbevelings te doen hoe om leermislukking teen te werk. Leermislukking en druiping is onrusbarend hoog in skole in die Windhoek stadsgebied. Nadat die Ministerie van Onderwys die semi-outomatiese promoveringstelsel ingestel het, het druiping afgeneem maar leermislukking het toegeneem omdat leerders gepromoveer word sonder dat hulle sukses in die vorige graad behaal het. Volgens die literatuurstudie le die oorsake van leermislukking by die ouerhuis, die skool, die omgewing en in die leerder self. Die empiriese ondersoek toon ooreenkomste met die literatuurstudie wat betref die oorsake van leermislukking. Om die oorsake teen te werk - moet onderwysers beter opgelei word - moet die ouers meer bewus gemaak word van hulle rol in die leersukses van hulle kinders - is meer skoolgeboue en onderwysers nodig om kleiner klasse te bewerkstellig. / The purpose of this research is to establish the extrinsic and intrinsic causes of learning failure with specific reference to schools in the Windhoek municipal area and to make recommendations to counteract learning failure. Learning failure and grade failing are disconcertingly high in schools in the Windhoek municipal area. After the Ministry of Education implemented the semi-automatic promotion system, grade failing decreased, but learning failure increased because learners are promoted without achieving success in a prior grade. According to the literature study, the causes of learning failure are to be found in the home, the school, the environment, and the learner. Similarities regarding the causes of learning failure were found in the empirical investigation and the literature study. To counteract these causes • teachers should be better trained • parents should become more aware of their role in the learning success of their children • more school buildings and teachers are needed to limit class sizes.

Made available in DSpace on 2014-07-29T15:00:25Z (GMT). No. of bitstreams: 1 dissertacao lusitonia1.pdf: 1368129 bytes, checksum: 989173bc992d019898f59fa553e6c318 (MD5) Previous issue date: 2009-03-30 / Concrete materials are part in the searching of learning methods that allow a better understanding in the learning of mathematics. In this work, I research how do students with difficulties in learning express Mathematics comprehension when they deal with the Cuisenaire Material in a learning situation, and what do they understand from it? The investigation basis was the Experiencing Mathematics in Elementary School project developed in CEPAE (Center of Teaching and Research Applied in the Education of UFG). The data collection happened in five meetings/classes performing activities on the basic arithmetic operations. The participants are twelve students from 5º e 6º grades who have a low learning performance, according to their mathematics teachers. In terms of procedure, we used the qualitative research on the perspective of the phenomenological approach. Once a contact was established among the students speech, my interpretations on their speeches and the theories used to support my interpretations, I think this material revealed itself significant and the students demonstrated comprehension on the basic arithmetic operations. Seeing, thinking, combining parts to the numbers, comparing them, putting them in order, compounding and decompounding them, replacing values, working over their own acts and thoughts, sharing ideas with classmates, and being attentive lead students to experience discoveries. Based in what was experienced in this research, I present some contributions to teachers who intend to use the Cuisenaire material to teach their students. / Os materiais concretos fazem parte da busca de métodos de ensino que possibilitem um melhor entendimento no aprendizado da Matemática. Com esta pesquisa, investigo como alunos com dificuldades de aprendizagem expressam compreensões matemáticas ao lidarem com o Material Cuisenaire em situação de ensino, e o que compreendem nessa lida? O solo de investigação foi o projeto Vivenciando a Matemática no Ensino Fundamental, desenvolvido no CEPAE (Centro de Ensino e Pesquisa Aplicado à Educação da UFG). A coleta de dados se deu em cinco encontros/aula, realizando atividades sobre as operações fundamentais. Os sujeitos são doze alunos do 5º e 6º anos que apresentavam baixo rendimento escolar segundo seus professores de Matemática. Em termos de procedimentos, inserimo-nos na pesquisa qualitativa sob a perspectiva da abordagem fenomenológica. Com as interlocuções estabelecidas entre as falas dos alunos, minhas interpretações dessas falas e as teorias que dialogam com as interpretações que fiz, posso dizer que o referido material se mostrou significativo para que os alunos expressassem compreensões acerca das operações fundamentais. Vendo, pensando, relacionando as peças aos números, comparando-as, colocando-as em ordem, compondo, decompondo, trocando valores, agindo sobre seus próprios atos e pensamentos, compartilhando idéias com os colegas, pondo-se em atentividade ao que faziam, os alunos experienciaram a arte de descobrir. Diante do experienciado na trajetória da pesquisa, apresento algumas contribuições ao professor que se propuser utilizar o Material Cuisenaire para ensinar Matemática.