No description available.

No description available.

No description available.

No description available.

No description available.

The purpose of this investigation is to make an experimental study of the compiled data obtained from the results of three standardized tests that were administered to two groups of general mathematics students during one semester; and to determine, if possible, by the scores, whether the prescribed course in mathematics makes for any significant increases, or losses in student progress.

The aim of the study was to investigate what influence the use of computers using MS Excel and RJS Graph software has on grade 11 Eritrean students' understanding of functions in the learning of mathematics. An empirical investigation using quantitative and qualitative research methods was carried out. A pre-test (task 1) and a post-test (task 2), a questionnaire and an interview schedule were used to collect data. Two randomly selected sample groups (i.e. experimental and control groups) of students were involved in the study. The experimental group learned the concepts of functions, particularly quadratic functions using computers. The control group learned the same concepts through the traditional paper-pencil method. The results indicated that the use of computers has a positive impact on students' understanding of functions as reflected in their achievement, problem-solving skills, motivation, attitude and the classroom environment. / Educational Studies / M. Ed. (Math Education)

published_or_final_version / Education / Master / Master of Education

There is no abstract available for this dissertation. / Department of Educational Leadership

A thesis submitted in fulfilment of the requirements for the degree of DOCTOR OF PIIILOSOPHY in the SCHOOL OF SCiENCE EDUCATION (MATHEMATICS) UNIVERSITY OF THE WITWATERSRAND / Cognitive gender differences in mathematics, which were noted in past research have latterly been found to be declining. but are still observed at secondary school level in the field of spatial skills and geometry. However, due to divergent geometry curricula and the multidimensional nature of spatial skills, results from gender studies have led to broad conclusions being drawn from investigations which were affected by random elements. Research results have been influenced by imbalanced representation of the two gender groups in samples and also by differential gender exposure to previous mathematical experience. Both these limitations in research have produced outcomes reflecting negatively On females. Internationally divergent geometry curricula are a result of the traditional synthetic approach to the teaching of Euclidean geometry falling Into disfavour in western countries. Thus, Euclidean geometry has been largely overlooked in current educational research and the cognitive processes such as deductive reasoning, proof writing and hypothesis testing, have received scant attention within geometry teaching over the past decade. The standardized system in most South African secondary schools coupled with a uniform core curriculum for mathematics lends itself to an advantageous environment for empirical studies in mathematics performance. The present gender investigation involved almost an equal number of males and females from 5' selected secondary schools near Johannesburg in South Africa. Performance in Euclidean geometry was evaluated for possible gender differences by means of multiple choice and open ended questions. In keeping with most existing research, mean differences were compared. No statistically significant gender difference in mean performance on Euclidean geometry was found. Further analysis at item level was undertaken for the multiple choice component of the test instrument by means of the one dimensional three parameter logistic model in Item Response Theory, This model, is considered to be very sensitive in identifying differences at different ability levels -a shortcoming in existing research. Four out of a total of twenty Euclidean geometry items, were identified as producing differential gender performance. Similar gender tendencies were observed for all four items. The performance was in favour of most males for each of these items. Females of lower ability (as measured by the item) did not perform as well as males of similar ability level. In all four Cases females of higher ability surpassed males of a corresponding ability level. Perceptual difficulties in females were more pronounced than in males for some of the items. / AC 2018