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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 4 of 4 (0.066 seconds)Spelling suggestions: "subject:"mathematik lernen"" "subject:"thematik lernen""
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Essential Ingredients that form the basis for Mathematical Learning: What has 20 years of teaching mathematics to teenagers taught me?Duffield, Ruth J. 12 April 2012 (has links) (PDF)
Educators strive to improve student learning outcomes and there are numerous theories suggesting how this is best achieved. However, application of these theories to the coal face of a classroom is often fraught with obstacles resulting in poor outcomes. Constraints imposed by educational policy, school systems, structures and the individual students themselves, realistically require adaptation of
theoretical techniques if genuine learning is to be imparted to students. This paper discusses some of the issues surrounding the practical implementation of new methodologies into the classroom and
identifies important factors that affect teenagers in their learning of mathematics. Working within the constraints, constantly confronted with obstacles, can be frustrating and demoralising. This paper reflects on twenty years of classroom teaching of mathematics to students with relatively poor socio-economic backgrounds and the lessons learnt from them that may assist teachers to remain enthusiastic and creative with the energy to truly improve mathematics education. Key issues explored in the paper include: ‘Realities of a teacher’s working day’, ‘The learning of mathematics within a government secondary system’, and ‘What can be done to ensure mathematical learning takes place?’
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Essential Ingredients that form the basis for Mathematical Learning: What has 20 years of teaching mathematics to teenagers taught me?Duffield, Ruth J. 12 April 2012 (has links)
Educators strive to improve student learning outcomes and there are numerous theories suggesting how this is best achieved. However, application of these theories to the coal face of a classroom is often fraught with obstacles resulting in poor outcomes. Constraints imposed by educational policy, school systems, structures and the individual students themselves, realistically require adaptation of
theoretical techniques if genuine learning is to be imparted to students. This paper discusses some of the issues surrounding the practical implementation of new methodologies into the classroom and
identifies important factors that affect teenagers in their learning of mathematics. Working within the constraints, constantly confronted with obstacles, can be frustrating and demoralising. This paper reflects on twenty years of classroom teaching of mathematics to students with relatively poor socio-economic backgrounds and the lessons learnt from them that may assist teachers to remain enthusiastic and creative with the energy to truly improve mathematics education. Key issues explored in the paper include: ‘Realities of a teacher’s working day’, ‘The learning of mathematics within a government secondary system’, and ‘What can be done to ensure mathematical learning takes place?’
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OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGH SCHOOL MATHEMATICSMahlobo, Radley Kebarapetse 07 May 2012 (has links) (PDF)
The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGHSCHOOL MATHEMATICSMahlobo, Radley Kebarapetse 07 May 2012 (has links)
The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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