This study explores the ways in which Grade 11 girls from an independent, predominantly / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2007.

No abstract available. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2006.

The purpose of the study was to investigate the factors that are associated with learner choice of mathematics at Grade 10 level at a secondary school in KwaZulu-Natal. It examined learners' experiences of learning and teaching in mathematics in the General Education and Training (GET) phase. The study was a narrative inquiry. The data collection technique focused on learners‟ stories of their experiences of mathematics teaching and learning. Forty learners participated in this study. Twenty (males = 10; females = 10) of the learners chose mathematics at Grade 10 level and twenty (males = 10; females = 10) did not. The findings of the study revealed that various factors affect learner choice of mathematics in Grade 10. These factors include: mathematics anxiety; perceptions that mathematics is boring and difficult to understand; classroom pedagogy; teacher attitudes; career aspirations; parental pressure; and course selection limitations. The findings indicate that the decision not to choose mathematics in the Further Education and Training (FET) band is influenced by various intersecting factors. It is impossible to single out a particular factor. The study suggests that there are not many differences in the mathematics learning experiences of boys and girls who chose not to study mathematics in the FET phase. Gender did not emerge as a significant mediating factor in the learners‟ experiences of learning mathematics, and in their decisions about whether to select mathematics as a subject in grade 10. Learner emotionality in the context of mathematics teaching and learning emerges as a significant factor in the study. The study has implications for teacher professional development and for future research. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Preservice teachers have had a twelve year "apprenticeship of observation" in the practice of teaching and as a consequence have internalised a set of beliefs about Mathematics teaching and learning. These beliefs are usually implicit but nevertheless influence the teaching practice of the preservice teachers to the extent that they "teach as they were taught." A preservice Mathematics Education course, falling as it does between the prospective teachers' experiences as scholars, and their future teaching experience provides an ideal opportunity for preservice teachers to review their personal beliefs prior to carrying them over to teaching practice. In order to facilitate this review, a series of activities was designed as part of a Mathematics Education course for preservice secondary phase Mathematics teachers. These activities provided opportunities for student teachers to examine their beliefs, to discuss and write about these beliefs, to read about the beliefs of others, and finally to decide whether they wished to retain or modify their personal beliefs. Data on the personal theories of the preservice teachers was obtained from the written responses to various critical incidents, from metaphors for the teaching and learning of Mathematics drawn and described by the preservice teachers, and from interviews with selected participants. These theories were classified into qualitatively different categories. After completing several developmental activities and a five week period of classroom teaching, the preservice teachers were invited to reconsider their personal theories and amend their metaphors. This provided evidence of reflection and development in their thinking. It is contended that the personal theories of preservice teachers are not only reflected in their classroom practice but also function as barriers to impede acceptance of novel ideas and innovations. The findings of this study contribute to the understanding of the thinking of preservice teachers and inform the development of a curriculum for the Mathematics Education component of a Professional Studies course. / Thesis (M.Ed.)-University of Natal, 1999.

This study compared the effects of two methods of instruction on the mathematical algorithms for solving linear equations employing as participants high school students identified as having mild-mental handicap. The students received instruction on the mathematical algorithms for solving linear equations. Implementing a multielement design, the participants were taught with different methods on a random schedule, alternating between using manipulative materials and not using them. Correct response data from daily criterion-referenced tests were tabulated and graphed to allow visual inspection of both treatment effects. Comparisons were made to determine solve linear equations seen by the increase in test scores from the baseline data on each student's graph. The method using manipulative materials was shown to have a greater effect on the female participant. / Department of Special Education

The title of this research study is: Information technology as an instructional tool in the teaching of mathematics in secondary schools: Perceptions of educators and learners in the North West Province of the Republic of South Africa. This research study was intended to study the role played by information technology as an instructional tool in high schools and the challenges associated with the integration of information technology in the teaching and learning of mathematics in high schools: The research study sought to investigate the following research questions: Is information technology an effective instructional tool to teach secondary school mathematics? What are the perceptions of educators and learners regarding the use of computers in mathematics lessons? What are the challenges faced by educators and learners when using Information technology in the teaching and learning of mathematics? This research study drew its population from all high schools in the Mafikeng, Zeerust and Lichtenburg Districts of the North West Province, which used computers in teaching. A sample of eight high schools was used; two in the Zeerust District, two in the Lichtenburg District and four in the Mafikeng District. This research sample was made up of mathematics and computer studies educators and learners from the chosen secondary schools. Two questionnaires were used for the purposes of data collection. One of the questionnaires was intended to study the perceptions of learners on the use of information technology in teaching and learning mathematics and the other was intended to study the perceptions of educators on the use of information technology in mathematics education. Both quantitative and qualitative techniques were used to analyse the research. The main findings of the research study were that: The majority of educators (76%) regarded information technology as an effective instructional too.] in the teaching and learning of secondary school mathematics . , Educators were generally not well trained to use information technology as an instructional tool and that there was a shortage of hardware and software due to financial constraints in high schools. I have recommended that: The Department of Education, in conjunction with the Faculty of Education of the North West University should organise in-service programmes on the use of information technology as an instructional tool in the teaching and learning of mathematics. More research studies are required in the development of relevant and appropriate software for use in the teaching and learning of mathematics. In conclusion, the researcher hopes that the use of Information technology will go a long way in enhancing the learning and teaching of mathematics in high schools throughout the North West Province of the Republic of South Africa. / (M.Ed.) North-West University, Mafikeng Campus, 2003

No description available.

The Outreach Project of the University of the Western Cape has since 1982 through various computer supported services been assisting grade 12 mathematics learners and educators at previously disadvantaged Western Cape high schools. This thesis described and appraised the MICSES2000 program of the Outreach Program, the latest innovative computer enhancing service to schools, with respect to its implementation, perceived and achieved programs by participating educators.

<p>This thesis investigates grade seven learners perceived experiences in learning algebra.Things that learners do and say during algebra lessons and about algebra were investigated. The study was done at one of the previously disadvantaged schools in Cape Town, South Africa.The data were collected through observations, a questionnaire and interviews. Observations were made from the day the topic was started in two grade seven classes. Two different teachers taught the two classes. Focus group interviews were conducted, two group of learners, ten learners from each of the two classes were interviewed. Learners devised a number of strategies for solving problems related to sums and differences. The principal learning difficulties experienced by learners in algebra related to the transition from arithmetic conventions to those of algebra, the meaning of literal symbols and the recoginition of structures. It became obvious then that developing algebraic thinking is not necessarily dependent upon algebraic notation and that the presence of algebraic notation says little about the level of problem solving.</p>

This research sought to investigate the problems experienced in the interpretation of word problems by senior secondary school learners, in particular to see how the language used in the articulation of word problems affects the interpretation. The study was conducted in a school in the Oshikoto region of Namibia, a school located in a semi-rural area of Namibia, and selected owing to the accessibility of the required participants. The research was located within an interpretive paradigm focusing on a study sample of 40 learners from a specified class in the selected school. Data were collected through written tests and a semi-structured interview based on written tests, and a comprehensive descriptive analysis of test results was prepared. The findings of the study indicate that the language in which the word problem was articulated did not make a difference. The performance in both English and Oshindonga tests was almost the same. The findings also indicate that vocabulary, syntactic interpretation, semantic relationships, algebraic skills, and practical sense making in relation to real-life are all important for the successful interpretation and solving of word problems. In view of these findings, the study has provided valuable insights into aspects of the teacher education curriculum that need to be revisited in order to improve the training of teachers In teaching word problems.