The purpose of this study was to determine if a short video presentation, about music therapy in behavioral health, had a positive effect on staff members’ beliefs about music therapy in that setting. A total of 26 staff members, from different departments, participated in the study and completed a pre- and post-presentation questionnaire. Responses were analyzed and compared to investigate whether the video had a positive effect on staff members’ beliefs about music therapy in behavioral health. Participant demographics and pre- and post-video questionnaire responses were also analyzed and compared to explore the differential impact of the video by subgroups of specific demographic categories. Based on the results, there was evidence that there was favorable change in participants’ relevance beliefs about music therapy in behavioral health. In addition, pre- and post-questionnaire differences in means scores were larger for those working in activities than those working in nursing, larger for those who had not observed a music therapist working in behavioral health than for those who had, and larger for those who did not have a musical background when compared with those that did.

Syftet med denna studie är att undersöka lärarnas upplevelse av elevers missuppfattningar vid inlärning av bråk och sannolikhet samt om det är möjligt att minska missuppfattandet med hjälp av kategorisering av dessa. Genom att fråga matematiklärare om de upplever att eleverna de undervisar ofta har missuppfattningar och om samma missuppfattningar är återkommande, kan vi få en bild av vilka delar av de matematiska begreppen som kan uppfattas svåra av eleverna. De missuppfattningar som tenderar att återkomma kan komma att behöva mer fokus på förklaring. Studien genomfördes genom en surveyundersökning i enkätform som publicerades i grupper som samlar matematiklärare på sociala medier, samt skickades till matematiklärare via mail. Det resulterade i 41 enkätsvar som analyserades genom beskrivande statistik i kombination med en induktiv innehållsanalys. Studien visar att orsaken till att missuppfattningar kopplade till matematiska begrepp kan bero på ett för stort fokus på procedurinriktad undervisning i de tidigare skolåren. Detta upplever lärarna medför att eleverna inte har tillräcklig begreppsförståelse när de börjar på gymnasiet. Det vanligaste åtgärdsförslaget är kopplat till undervisningsstrategier med mer sociokulturella inslag i undervisningen. De allra flesta av studiens deltagare upplever att begreppsförståelse är viktigt och utgör en förutsättning för att klara av både problemlösning och mer avancerad matematik. För att skapa förståelse för matematiska begrepp är det nyttigt för lärare att känna till vanliga missuppfattningar. Kategorisering av missuppfattningar kan därför vara till nytta för lärarna i undervisningen, som ett stöd i lektionsplanering och som ett pedagogiskt verktyg för att utveckla elevernas matematiska kunskaper. / The purpose of this study is to investigate the teachers' experience of students' misconceptions when learning fractions and probability, and whether it is possible to reduce misconceptions by categorizing them. By asking mathematics teachers if they feel that the students they teach often have misconceptions and if the same misconceptions are repeated, we can get a picture of which parts of the mathematical concepts may be perceived as difficult by the students. The misconceptions that tend to recur may need more focus on explanation. The study was carried out through a survey in questionnaire form that was published in groups that bring together mathematics teachers on social media and was also sent to mathematics teachers via email. This resulted in 41 survey responses that were analysed through descriptive statistics in combination with an inductive content analysis. The study shows that the reason for misconceptions connected to mathematical concepts may be due to too much focus on procedure-oriented teaching in the earlier school years. The teachers feel that this means that the students do not have sufficient conceptual understanding when they start high school. The most common proposed measure is linked to teaching strategies with more socio-cultural elements in the teaching. The vast majority of the study's participants feel that conceptual understanding is important and constitutes an essentiality for being able to cope with both problem solving and mathematics at more advanced levels. In order to create an understanding of mathematical concepts, it is useful for teachers to know about common misconceptions. Categorization of misconceptions can therefore be useful for teachers in teaching, as a support in lesson planning and as a pedagogical tool to develop students' mathematical knowledge.

No description available.

This multiple-case study examines the explicit and implicit assumptions of six veteran calculus instructors from three types of educational institutions, comparing and contrasting their views on the iteration of conceptual understanding and procedural fluency of pre-calculus topics. There were three components to the research data recording process. The first component was a written survey, the second component was a "think-aloud" activity of the instructors analyzing the results of a function diagnostic instrument administered to a calculus class, and for the third component, the instructors responded to two quotations. As a result of this activity, themes were found between and among instructors at the three types of educational institutions related to their expectations of their incoming students’ prior knowledge of pre-calculus topics related to functions. Differences between instructors of the three types of educational institutions included two identifiable areas: (1) the teachers’ expectations of their incoming students and (2) the methods for planning instruction. In spite of these differences, the veteran instructors were in agreement with other studies’ findings that an iterative approach to conceptual understanding and procedural fluency are necessary for student understanding of pre-calculus concepts.

No description available.

No description available.

This study investigated misconceptions in Algebra of students enrolled for a N2 Engineering certificate at a Further Education and Training College. The study aimed to investigate these students’ misconceptions relating to Algebra which prohibited them to successfully complete their artisanship. The purpose of the research was to determine (i) the nature of these misconceptions, and (ii) the value of screencasts as a technology-enhanced learning (TEL) tool to improve instruction. The research gap that the researcher addressed related to the Mathematics misconceptions that the N2 students had, and whether these misconceptions could be adequately addressed by screencasts. The study method used was a case study design and methodology while simultaneously collecting quantitative and qualitative data. The findings encompassed the determining of main Mathematics misconceptions, producing screencasts, and assessing the screencasts with the intended target group. The study followed a four-phase strategy of testing, interviewing and analysing, and reflection based on qualitative and quantitative research strategies. During the quantitative research the research participants completed a biographical questionnaire, as well as a customised diagnostic Algebra test. The study sample comprised two groups from different trimesters at a rural FET college in the Northern Cape in Kathu, South Africa. The total population of full-time N2 Engineering students related to 113 participants. The diagnostic test comprised twelve questions from the three main Algebra concepts relating to: (i) exponents, (ii) equations, and (iii) factorisation. The same customised diagnostic test confirmed the misconceptions within the same group. Six questions from the customised diagnostic test identified the central misconceptions. The researcher consequently designed, developed, implemented and evaluated screencasts with the intended student population according to the design principles identified during the study. The six questions formed the basis of a second diagnostic test, which was used in phase three with interviews of ten research participants as part of phase 4 of the evaluation of the screencasts. At the end of the second trimester students were ask to complete a questionnaire regarding their use and perceptions of the screencasts—23 participants completed this voluntary questionnaire. At the end of the trimester ten participants were asked to explain their method of calculations during a walk-through evaluation while answering Algebra problems. The results indicated a number of misconception categories: (i) The main reason for misconceptions relating to equations was the participants’ inadequate understandings of the basic concepts of multiply methods used in equations; (ii) Index laws seemed to be the biggest misconception where participants demonstrated insufficient understanding of the laws; and (iii) The participants did not comprehend the basic concepts of factorisation—they could not identify which method to use while factorising. The qualitative findings indicate that the participants found the screencasts valuable when they prepared for tests and examinations, as well as when they did not understanding a basic Mathematics concept. Access to technology in rural areas remains an obstacle to integrate technology learning tools on a large scale at the FET College. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms! / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

This study investigated misconceptions in Algebra of students enrolled for a N2 Engineering certificate at a Further Education and Training College. The study aimed to investigate these students’ misconceptions relating to Algebra which prohibited them to successfully complete their artisanship. The purpose of the research was to determine (i) the nature of these misconceptions, and (ii) the value of screencasts as a technology-enhanced learning (TEL) tool to improve instruction. The research gap that the researcher addressed related to the Mathematics misconceptions that the N2 students had, and whether these misconceptions could be adequately addressed by screencasts. The study method used was a case study design and methodology while simultaneously collecting quantitative and qualitative data. The findings encompassed the determining of main Mathematics misconceptions, producing screencasts, and assessing the screencasts with the intended target group. The study followed a four-phase strategy of testing, interviewing and analysing, and reflection based on qualitative and quantitative research strategies. During the quantitative research the research participants completed a biographical questionnaire, as well as a customised diagnostic Algebra test. The study sample comprised two groups from different trimesters at a rural FET college in the Northern Cape in Kathu, South Africa. The total population of full-time N2 Engineering students related to 113 participants. The diagnostic test comprised twelve questions from the three main Algebra concepts relating to: (i) exponents, (ii) equations, and (iii) factorisation. The same customised diagnostic test confirmed the misconceptions within the same group. Six questions from the customised diagnostic test identified the central misconceptions. The researcher consequently designed, developed, implemented and evaluated screencasts with the intended student population according to the design principles identified during the study. The six questions formed the basis of a second diagnostic test, which was used in phase three with interviews of ten research participants as part of phase 4 of the evaluation of the screencasts. At the end of the second trimester students were ask to complete a questionnaire regarding their use and perceptions of the screencasts—23 participants completed this voluntary questionnaire. At the end of the trimester ten participants were asked to explain their method of calculations during a walk-through evaluation while answering Algebra problems. The results indicated a number of misconception categories: (i) The main reason for misconceptions relating to equations was the participants’ inadequate understandings of the basic concepts of multiply methods used in equations; (ii) Index laws seemed to be the biggest misconception where participants demonstrated insufficient understanding of the laws; and (iii) The participants did not comprehend the basic concepts of factorisation—they could not identify which method to use while factorising. The qualitative findings indicate that the participants found the screencasts valuable when they prepared for tests and examinations, as well as when they did not understanding a basic Mathematics concept. Access to technology in rural areas remains an obstacle to integrate technology learning tools on a large scale at the FET College. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms! / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014