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Opportunity to learn Mathematics : the case of visually impaired secondary school students in ZimbabweMadungwe, Louise Stanley 09 November 2018 (has links)
The study examined the opportunities to learn Mathematics that are accorded to secondary school students with visual impairment in Zimbabwe. The study focused on form one and form two students who are completely without sight, but are learning in inclusive settings, together with their Mathematics teachers. The study examined how teachers interacted with the subject matter, how the teachers interacted with the visually impaired students and how these students interacted with partially sighted students in the teaching and learning process. The study adopted the case study approach under the qualitative inquiry. Data was collected using document analysis, lesson observations, personal interviews with teachers and focus group interviews with students who were purposive sampled. The study established that visually impaired students were not accorded adequate opportunities to learn mathematics at secondary level. The reasons for this deficit are (1) visually impaired students learnt the same curriculum as sighted students when they could not access some topics on the syllabus, (2) the teachers were professionally qualified but they lacked the necessary specialist training for teaching students without sight, (3) teachers used the same teaching methods as those used with sighted students, (4) a lot of time was spent on task though not much ground was covered, (5) the schools were not adequately resourced with appropriate teaching and learning materials for use by visually impaired students, culminating in lost opportunities to learn mathematics. The study recommends that appropriately qualified teachers be deployed to teach at schools for the visually impaired, that all secondary teachers learn the basic modules in Special Needs Education during training. The study also recommends for the government to assist the schools for the visually impaired students to import the much needed teaching and learning equipment. The study has provided some knowledge about the learning of mathematics by visually impaired students in Zimbabwe in the areas of lesson delivery, materials provision, and programme adjustments at secondary teacher training colleges and universities. It has also provided curriculum planners with an insight on the prevailing situation with regard to the teaching and learning of mathematics by visually impaired students. This knowledge could be used when formulating future mathematics curriculum and training policies to do with non-sighted students in Zimbabwe and other countries in Africa. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Realistic Mathematics Education as a lens to explore teachers’ use of students’ out-of-school experiences in the teaching of transformation geometry in Zimbabwe’s rural secondary schoolsSimbarashe, Mashingaidze Samuel 12 November 2018 (has links)
The study explores Mathematics educators’ use of students’ out-of-school experiences in the teaching of Transformation Geometry. This thesis focuses on an analysis of the extent to which students’ out-of-school experiences are reflected in the actual teaching, textbook tasks and national examination items set and other resources used. Teachers’ teaching practices are expected to support students’ learning of concepts in mathematics. Freudenthal (1991) argues that students develop their mathematical understanding by working from contexts that make sense to them, contexts that are grounded in realistic settings.
ZIMSEC Examiners Reports (2010; 2011) reveal a low student performance in the topic of Transformation Geometry in Zimbabwe, yet, the topic has a close relationship with the environment in which students live (Purpura, Baroody & Lonigan, 2013). Thus, the main purpose of the study is to explore Mathematics teachers’ use of students’ out-of-school experiences in the teaching of Transformation Geometry at secondary school level.
The investigation encompassed; (a) teacher perceptions about transformation geometry concepts that have a close link with students’ out-of-school experiences, (b) how teachers are teaching transformation geometry in Zimbabwe’s rural secondary schools, (c) the extent to which students’ out-of-school experiences are incorporated in Transformation Geometry tasks, and (d) the extent to which transformation geometry, as reflected in the official textbooks and suggested teaching models, is linked to students’ out-of-school experiences.
Consistent with the interpretive qualitative research paradigm the transcendental phenomenology was used as the research design. Semi-structured interviews, Lesson observations, document analysis and a test were used as data gathering instruments. Data analysis, mainly for qualitative data, involved coding and categorising emerging themes from the different data sources. The key epistemological assumption was derived from the notion that knowing reality is through understanding the experiences of others found in a phenomenon of interest (Yuksel & Yildirim, 2015). In this study, the phenomenon of interest was the teaching of Transformation Geometry in rural secondary schools. In the same light, it meant observing teachers teaching the topic of Transformation Geometry, listening to their perceptions about the topic during interviews, and considering how they plan for their teaching as well as how students are assessed in transformation geometry.
The research site included 3 selected rural secondary schools; one Mission boarding high school, a Council run secondary school and a Government rural day secondary school. Purposive sampling technique was used carefully to come up with 3 different types of schools in a typical rural Zimbabwe. Purposive sampling technique was also used to choose the teacher participants, whereas learners who sat for the test were randomly selected from the ordinary level classes. The main criterion for including teacher participants was if they were currently teaching an Ordinary Level Mathematics class and had gained more experience in teaching Transformation Geometry. In total, six teachers and forty-five students were selected to participate in the study.
Results from the study reveal that some teachers have limited knowledge on transformation geometry concepts embedded in students’ out-of-school experience. Using Freudenthal’s (1968) RME Model to judge their effectiveness in teaching, the implication is teaching and learning would fail to utilise contexts familiar with the students and hence can hardly promote mastery of transformation geometry concepts. Data results also reveal some disconnect between teaching practices as espoused in curriculum documents and actual teaching practice. Although policy stipulates that concepts must be developed starting from concrete situations and moving to the abstract concepts, teachers seem to prefer starting with the formal Mathematics, giving students definitions and procedures for carrying out the different geometric transformations.
On the other hand, tasks in Transformation Geometry both at school level and the national examinations focus on testing learner’s ability to define and use procedures for performing specific transformations at the expense of testing for real understanding of concepts. In view of these findings the study recommends the revision of the school Mathematics curriculum emphasising pre-service programmes for teacher professional knowledge to be built on features of contemporary learning theory, such as RME theory. Such as a revision can include the need to plan instruction so that students build models and representations rather than apply already developed ones. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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The relationship between the attitude of secondary school Mathematics educators towards school and the achievement of their learnersMwiria, David 06 1900 (has links)
This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject. / Educational Studies / M. Ed. (Didactics)
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The development of mathematical problem solving skills of Grade 8 learners in a problem-centered teaching and learning environment at a secondary school in Gauteng / The development of mathematical problem solving skills of Grade eight learners in a problem-centered teaching and learning environment at a secondary school in GautengChirinda, Brantina 06 1900 (has links)
This mixed methods research design, which was modelled on the
constructivist view of schooling, sets out to investigate the effect of developing
mathematical problem solving skills of grade 8 learners on their performance
and achievement in mathematics. To develop the mathematical problem
solving skills of the experimental group, a problem-centred teaching and
learning environment was created in which problem posing and solving were
the key didactic mathematical activity. The effect of the intervention
programme on the experimental group was compared with the control group
by assessing learners’ problem solving processes, mathematical problem
solving skills, reasoning and cognitive processes, performance and
achievement in mathematics. Data were obtained through questionnaires, a
mathematical problem solving skills inventory, direct participant observation
and questioning, semi-structured interviews, learner journals, mathematical
tasks, written work, pre- and post- multiple-choice and word-problem tests.
Data analysis was largely done through descriptive analysis and the findings
assisted the researcher to make recommendations and suggest areas that
could require possible further research. / Mathematics Education / M. Ed. (Mathematical Education)
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An evaluation of the efficacy of the aims and objectives of the senior certificate mathematics curriculumRambehari, Hiraman 06 1900 (has links)
In this study, senior certificate (standard 10) pupils' attainment of the cognitive
and affective aims and objectives of the senior certificate mathematics curriculum
was investigated. With regard to the attainment of the cognitive objectives and
aims, senior certificate pupils' performance in their mathematics examination, in
terms of three broad categories of cognitive abilities (lower level, middle level and
higher level mathematical abilities) was analysed and examined. As no norms
(criteria) for mathematical attainment in respect of these three categories of
cognitive abilities could be identified, these norms had to be firstly developed by
the researcher. However, suitable standardised scales were identified and
administered to determine senior certificate pupils' attainment of the affective aims
and objectives (attitude towards and interest in mathematics). Besides the
quantitative analysis, qualitative assessments of senior certificate pupils'
attainment of the cognitive and affective aims and objectives were also made using
information obtained, by way of a questionnaire, from teachers of senior certificate
mathematics classes.
The main findings that emerged from this investigation were:
* The senior certificate pupils are attaining the desired proficiency levels in the
cognitive objectives and aims of the senior certificate mathematics
curriculum. However, these pupils are not adequately attaining the affective
aims and objectives of the mathematics curriculum.
* Qualitative information elicited from senior certificate teachers of
mathematics tends to support the above findings which were obtained from
the quantitative analysis.
* There is a need for curriculum development in certain areas of the senior
certificate mathematics curriculum, particularly in Euclidean geometry, for
standard grade pupils.
In terms of the general findings, certain recommendations were also formulated.
In several ways, the present research is a pioneering effort in evaluating the
efficacy of the cognitive and affective aims and objectives of the senior certificate
mathematics curriculum. It is hoped that this study will serve as a catalyst for
future research. / Curriculum and Instructional Studies / D. Ed. (Didactics)
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An Integrated approach to technology education as a means of enhancing achievement in mathematics and scienceSithole, Khulekani Elliot Stephen 01 1900 (has links)
The purpose of this study is to formulate guidelines upon which Technology
Education can be put into operation in the South African schools with
specific reference to standard eight students. The objective is to formulate
Technology Education guidelines suitable for and within the broad
framework of the South African curricula.
In attempting to translate Technology Education curriculum to South Africa,
the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and
theoretical assumptions of Technology Education are also explored. The
role of the teacher in the Technology Education programme is also
discussed. Guidelines for Technology Education, including Technology
Education teaching strategies, guidelines for Technology Education
assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South
Africa through a pilot study over a year. The subjects of this (pilot) empirical
study consisted of a total of 175 standard eight students, 77 of who were in
a control group, who had received no tuition in Technology Education. A
group of 98 received tuition in Technology Education for a year.
The normal end of the year examination in 1994 measured academic
performance of the two groups. Performance in 1993 is also used in the
statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied
in the analysis of data. Statistically significant differences are found between
the academic performance of these two groups in relation to the overall
Examination marks, English, Science and Mathematics marks.
Statistically significant differences are also found between the 1993 and
1994 performance of the experimental group after receiving Technology
Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in
Mathematics, English and Science when comparing marks in 1993 and in
1994. It is only applicable in the average Examination mark. These results
confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English. / Curriculum and Institutional Studies / D. Ed. (Didactics)
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Non-euclidean geometry and its possible role in the secondary school mathematics syllabusFish, Washiela 01 1900 (has links)
There are numerous problems associated with the teaching of Euclidean geometry at
secondary schools today. Students do not see the necessity of proving results which
have been obtained intuitively. They do not comprehend that the validity of a
deduction is independent of the 'truth' of the initial assumptions. They do not realise
that they cannot reason from diagrams, because these may be misleading or inaccurate.
Most importantly, they do not understand that Euclidean geometry is a particular
interpretation of physical space and that there are alternative, equally valid
interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean
geometry at school level. It is imperative to identify those students who have
the pre-requisite knowledge and skills. A number of interesting teaching strategies,
such as debates, discussions, investigations, and oral and written presentations, can be
used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)
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Mathematics anxiety as a variable in the constructivist approach to the teaching of secondary school mathematicsHawkey, Peter Leonard 11 1900 (has links)
Mathematics anxiety is a personal characteristic which is widespread and continuing. It has a debilitating effect on mathematics performance and contributes to perceptions and attitudes that perpetuate a dislike for mathematics and a lack of confidence when dealing with mathematical problems. An investigation of relevant literature on mathematics anxiety identifies sources and symptoms and emphasises a need for a comprehensive approach to remediation. The historical development of an appropriate measuring instrument is documented
and statistical evidence is used to create a mathematics anxiety rating scale suitable for measuring anxiety levels of secondary school pupils and student teachers. The extensive literature interest, research publications and remedial programmes emphasise the problem of mathematics anxiety and thus the need for a comprehensive approach to remediation. Mathematics teaching and curriculum design is expounded to provide the necessary direction to the alleviation of mathematics anxiety. General perspectives on curriculum design are discussed and
a cyclical systems approach is recommended. Elements of this approach are detailed and are linked to important personal characteristics to add a humanistic and socio-cultural view of curriculum design in mathematics. The didactic viability of constructivism as an approach to mathematics curriculum design is investigated. Constructivism embodies a philosophy and a methodology which addresses the critical aspects influencing mathematics anxiety. Classroom topics and activities are reviewed in terms of a constructivist approach and the
sources of mathematics anxiety are discussed from a constructivist perspective. A longitudinal case study of pupils during their five years at secondary school as well as a study involving student teachers was undertaken. Mathematics performance, perceptions, attitudes and levels of anxiety were investigated by means of tests, questionnaires, and mathematics anxiety rating scales. The statistical results of this research provide evidence to support a comprehensive approach to the remediation of mathematics anxiety. Constructivism is seen as the synthesis of critical aspects of teaching and curriculum development which will stem the perpetuation of mathematics anxiety. Constructivism provides the didactic approach to develop each individual's intellectual autonomy and mathematics power, by instilling a problem solving attitude and a self-confidence when doing mathematics. / Curriculum and Instructional Studies / D. Ed. (Didactics)
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An investigation into the solving of polynomial equations and the implications for secondary school mathematicsMaharaj, Aneshkumar 06 1900 (has links)
This study investigates the possibilities and implications for the teaching of the solving
of polynomial equations. It is historically directed and also focusses on the working
procedures in algebra which target the cognitive and affective domains. The teaching
implications of the development of representational styles of equations and their solving
procedures are noted. Since concepts in algebra can be conceived as processes or
objects this leads to cognitive obstacles, for example: a limited view of the equal sign,
which result in learning and reasoning problems. The roles of sense-making, visual
imagery, mental schemata and networks in promoting meaningful understanding are
scrutinised. Questions and problems to solve are formulated to promote the processes
associated with the solving of polynomial equations, and the solving procedures used by
a group of college students are analysed. A teaching model/method, which targets the
cognitive and affective domains, is presented. / Mathematics Education / M.A. (Mathematics Education)
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Relationship between learners' mathematics-related belief systems and their approaches to non-routine mathematical problem solving : a case study of three high schools in Tshwane North district (D3), South AfricaChirove, Munyaradzi 06 1900 (has links)
The purpose of this study was to determine the relationship between High School learners‟ mathematics-related belief systems and their approaches to mathematics non-routine problem-solving. A mixed methods approach was employed in the study. Survey questionnaires, mathematics problem solving test and interview schedules were the basic instruments used for data collection.
The data was presented in form of tables, diagrams, figures, direct and indirect quotes of participants‟ responses and descriptions of learners‟ mathematics related belief systems and their approaches to mathematics problem solving. The basic methods used to analyze the data were thematic analysis (coding, organizing data into descriptive themes, and noting relations between variables), cluster analysis, factor analysis, regression analysis and methodological triangulation.
Learners‟ mathematics-related beliefs were grouped into three Learners‟ mathematics-related beliefs were grouped into three categories, according to Daskalogianni and Simpson (2001a)‟s macro-belief systems: utilitarian, systematic and exploratory. A number of learners‟ problem solving strategies were identified, that include unsystematic guess, check and revise; systematic guess, check and revise; trial-and-error; logical reasoning; non-logical reasoning; systematic listing; looking for a pattern; making a model; considering a simple case; using a formula; numeric approach; piece-wise and holistic approaches. A weak positive linear relationship between learners‟ mathematics-related belief systems and their approaches to non-routine problem solving was discovered. It was, also, discovered that learners‟ mathematics-related belief systems could explain their approach to non-routine mathematics problem solving (and vice versa). / Mathematics Education / D.Phil. (Mathematics Education)
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