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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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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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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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25 |
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)
|
26 |
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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