It is widely recognized that educational research and theory should be motivated by the desire to continually improve the practice of teaching. However, bridging the divide between theoretical research outcomes and the practical constraints of classroom-based teaching has proved somewhat challenging. The involvement of teachers as the 'bridge-builders' between theory and practice could provide an effective mechanism for achieving this integration. The purpose of this study is thus to investigate whether the involvement of teachers in developing and implementing a theory-based teaching module would improve teaching practice in the classroom. A teaching module was collaboratively developed by a group of teachers for Grade 9 linear functions using: the principles of mathematical proficiency postulated by Kilpatrick, Swafford and Findell, (2001); the teaching phases formulated by van Hiele (1986); and the cognitive classification of classroom activities developed by Stein and Smith (1998). This module was then taught to six Grade 9 classes by four teachers in one school in the Eastern Cape, South Africa over a period of 5 weeks. The effectiveness of the module, and its application in the classroom, was assessed in terms of: (i) the extent to which theory could be used to inform the design and development of teaching materials; (ii) the efficacy of this teaching material in promoting teaching for mathematical proficiency; and (iii) the effects of extraneous influences on the usefulness of the module in teaching for mathematical proficiency. While the theoretical framework provided a sound basis for developing the teaching module, it was found that collaboratively transforming this theory into a teaching module for practical use in the classroom is certainly possible, but it requires considerable time and effort that practising teachers do not have. Developing the depth of understanding required for mathematical proficiency also takes time - a commodity often in short supply as teachers grapple with the demands of the curriculum. Teaching for mathematical proficiency is a layered process. It starts with thinking about an idea (like a graph) that is developed out of a related concept that then has a set of characteristic algorithms and actions which are learnt and performed in sequence. Building understanding in this way ends with a student being able to visualize and conceive the graph as a structure that can be described as if it were an object (encapsulating all the previous concepts belonging to similar graphs in one idea). This development of understanding is important for mathematical proficiency but is not necessarily easy. When teaching with the module, it was necessary to create an extra opportunity for students to use procedural knowledge and repetition in order to provide enough examples to help them see the link: between linear number patterns and linear graphs. Extraneous influences on teaching for mathematical proficiency were grouped into two categories - endogenous and exogenous influences. Endogenous influences were teacher related and included the attitudes, decisions and disposition of the teacher. Exogenous influences were more contextual (and in effect out of the control of the teacher) and included teaching time available, curriculum, external assessments etc. Both of these influences were seen to affect teaching for mathematical proficiency, either promoting or inhibiting it. This research affirmed the central role that teachers play in teaching for mathematical proficiency. It is considered critical that research actively involve teachers in the evolution of mathematical theory. The development of an enabling environment (including institutional support, time, capacity, resources, skills and tools) for teachers will further enhance their capacity to teach for mathematical proficiency.

Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.

The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

The purpose of this study was to develop information and understanding concerning the use of instructional resources, including library materials, by community junior college vocational-technical instructors. The study sought to determine whether the kinds and amounts of instructional resources used by vocational technical instructors in their courses were related to their: (a) level of formal education, (b) number of courses in Higher Education completed, (c) years of teaching experience, and (d) teaching status (full or part-time). Further, the study sought to determine whether the attitudes toward use or non-use of the library were related to such instructor characteristics. The analyses of the data revealed that vocational technical instructors at Tarrant County Junior College utilized a wide variety of instructional resources in their courses. Instructional resources used in at least 50 percent of vocational-technical courses were: audio-visual materials, 88 percent; departmental books, 73 percent; personally owned books, 72 percent; manufacturers' literature other than service manuals, 63 percent; information from notes of previously taken courses, 63 percent; departmentally prepared syllabi, 58 percent; personally owned journals, 56 percent; self-prepared syllabi, 53 percent; manufacturers' service manuals, 52 percent; and association publications, 50 percent.

South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.

Acompanha: Produto educacional: uma sequência didática para ensinar relatividade restrita no ensino médio com o uso de TIC / FUNPESQ / A Sequência Didática proposta neste trabalho contempla as recomendações dos Parâmetros Curriculares Nacionais (PCN), no sentido de uma progressiva inserção da Física do século XX no ensino médio, tema este que, infelizmente, ainda é muito pouco abordado nas salas de aula do país. O uso das Tecnologias de Informação e Comunicação (TIC) na educação pode proporcionar processos de educação mais participativos, tornando a relação professor‐aluno mais aberta e interativa. Com este intuito, o presente trabalho apresenta a aplicação de uma sequência didática, incluindo suas análises e resultados em sala de aula, para o ensino da Relatividade Restrita aos alunos do ensino médio de um Colégio da rede particular de ensino, no município de Apucarana-Pr. A proposta tem como base teórica a Aprendizagem Significativa de David Ausubel. A sequência em questão faz uso sistemático de recursos computacionais, com destaque para uma planilha original desenvolvida em Excel, com o propósito de melhorar o entendimento de conceitos básicos da Relatividade Restrita, bem como para a dedução de relações matemáticas fundamentais que são decorrência lógica dos postulados de Einstein. Além deste recurso, também foi utilizada a História da Ciência para contextualizar os alunos acerca do momento histórico em que o mundo estava inserido na época que a Teoria da Relatividade Restrita foi desenvolvida. Com isto, os alunos puderam ainda aprender um pouco sobre a vida, a obra e a contribuição deixada por Albert Einstein. Ainda foi utilizado um trecho do filme Interestelar que aborda a viagem no tempo, além de simuladores computacionais. Todos os recursos foram aplicados buscando aproximar a tecnologia (bem conhecida dos jovens) com a sala de aula, com o intuito de melhorar o processo de ensino-aprendizagem. Nossos resultados apontam que a utilização das TIC neste processo propiciam uma aula interativa e dinâmica tanto para o aluno quanto para o professor. Sendo assim, podemos dizer que a proposta aplicada possui um grande potencial pedagógico, pois os alunos, no decorrer da aplicação, mostraram-se mais motivados para as aulas de física. Acreditamos que esse seja o primeiro passo para que a aprendizagem ocorra de forma significativa. / The Didactic sequence proposed in this paper considers the recommendations of the National Curriculum Parameters (PCN), towards a gradual integration of twentiethcentury physics in high school, a topic that unfortunately is still very little explored in the country's classrooms. The use of Information and Communication Technologies (ICT) in education can provide more participatory education process, making it more open and interactive teacher-student relationship. To this end, this work presents the application of a didactic sequence, including its analysis and results in the classroom for teaching relativity to high school students of the College of private schools in the municipality of Apucarana- Pr. The proposal is based on theoretical Meaningful Learning of David Ausubel. The sequence in question is systematic use of computational resources, especially an original spreadsheet developed in Excel, in order to improve understanding of basic concepts of relativity, as well as the deduction of fundamental mathematical relationships that are logical consequence of the postulates Einstein. In addition to this feature, it was also used the History of Science to contextualize students about the historical moment in which the world was inserted at the time that the theory of relativity was developed. With this, students could still learn a little about life, work and contribution left by Albert Einstein. Interstellar a movie part that deals with time travel, and computer simulators also was used. All resources were applied seeking to approach the technology (well-known youth) in the classroom, in order to improve the teachinglearning process. Our results indicate that the use of ICT in this process provide an interactive lesson and dynamic for both the student and the teacher. Thus, we can say that the proposal applied has a great pedagogical potential as students, during the application, were more motivated to physics classes. We believe this is the first step in learning to occur significantly.

Acompanha: Encarte do produto educacional: a física da música e a pluralidade didática / CAPES / Esta dissertação visa apresentar uma proposta de sequência didática para explorar significativamente conteúdos de ondulatória, acústica e conteúdos relacionados à sua compreensão, utilizando elementos da música como agente motivacional ao aprendizado de física, bem como uma gama de recursos didáticos com o objetivo de oferecer uma pluralidade didática adaptada a partir dos fundamentos da pluralidade metodológica de Paul Feyerabend. Estes recursos são desde quadro giz, a inventos, instrumentos musicais, experimentos, softwares, simuladores, imagens, animações, videoaulas, músicas, poesias e alguns aspectos epistemológicos da física da música. / This thesis aims to present a proposal for didactic sequence to significantly explore waves, acoustics and related content to their understanding, using elements of music as a motivational agent to the physics learning, as well as a range of instructional resources with the aim of offering a didactic plurality it was adapted from the fundamentals of methodological plurality of Paul Feyerabend. These features are since chalk framework, to inventions, musical instruments, experiments, softwares, simulators, images, animations, video lessons, songs, poetry and some epistemological aspects of the physics of music.

Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

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