- About
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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 11 to 15 of 15 (0.039 seconds)Spelling suggestions: "subject:"aan viele levels"" "subject:"aan ziele levels""
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An analysis of teacher competencies in a problem-centred approach to dynamic Geometry teachingNdlovu, Mdutshekelwa 11 1900 (has links)
The subject of teacher competencies or knowledge has been a key issue in mathematics
education reform. This study attempts to identify and analyze teacher competencies
necessary in the orchestration of a problem-centred approach to dynamic geometry
teaching and learning. The advent of dynamic geometry environments into classrooms
has placed new demands and expectations on mathematics teachers.
In this study the Teacher Development Experiment was used as the main method of
investigation. Twenty third-year mathematics major teachers participated in workshop
and microteaching sessions involving the use of the Geometer's Sketchpad dynamic
geometry software in the teaching and learning of the geometry of triangles and
quadrilaterals. Five intersecting categories of teacher competencies were identified:
mathematical/geometrical competencies. pedagogical competencies. computer and
software competences, language and assessment competencies. / Mathematical Sciences / M. Ed. (Mathematical Education)
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| 12 |
An analysis of teacher competences in a problem-centred approach to dynamic geometry teachingNdlovu, Mdutshekelwa 04 1900 (has links)
The subject of teacher competences or knowledge has been a key issue in mathematics education reform. This study attempts to identify and analyze teacher competences necessary in the orchestration of a problem-centred approach to dynamic geometry teaching and learning. The advent of dynamic geometry environments into classrooms has placed new demands and expectations on mathematics teachers.
In this study the Teacher Development Experiment was used as the main method of investigation. Twenty third-year mathematics major teachers participated in workshop and microteaching sessions involving the use of the Geometer’s Sketchpad dynamic geometry software in the teaching and learning of the geometry of triangles and quadrilaterals. Five intersecting categories of teacher competences were identified: mathematical/geometrical competences, pedagogical competences, computer and software competences, language and assessment competencies. / Mathematics Education / M. Ed. (Mathematics Education)
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| 13 |
Teaching Derivations of Area and Measurement Concepts of the Circle: A Conceptual-Based Learning Approach through Dissection Motion OperationsShields, Tracy, Rahim, Medhat H. 20 March 2012 (has links) (PDF)
No description available.
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| 14 |
Exploring mathematics learners’ problem-solving skills in circle geometry in South African schools : (a case study of a high school in the Northern Cape Province)Abakah, Fitzgerald 26 May 2021 (has links)
This study examined “problem solving skills in circle geometry concepts in Euclidean Geometry. This study was necessitated by learners’ inability to perform well with regards to Euclidean Geometry in general and Circle Geometry in particular. The use of naturalistic observation case study research (NOCSR) study was employed as the research design for the study. The intervention used for the study was the teaching of circle geometry with Polya problem solving instructional approach coupled with social constructivist instructional approach. A High School in the Northern Cape Province was used for the study. 61 mathematics learners (grade 11) in the school served as participants for the first year of the study, while 45 mathematics learners, also in grade 11, served as participants for the second year of the study. Data was collected for two consecutive years: 2018 and 2019. All learners who served as participants for the study did so willingly without been coerced in any way. Parental consent of all participants were also obtained.
The following data were collected for each year of the research intervention: classroom teaching proceedings’ video recordings, photograph of learners class exercises (CE), field notes and the end-of-the- Intervention Test (EIT). Direct interpretations, categorical aggregation and a problem solving rubric were used for the analysis of data. Performance analysis and solution appraisal were also used to analyse some of the collected data. It emerged from the study that the research intervention evoked learners’ desire and interest to learn circle geometry. Also, the research intervention improved the study participants’ performance and problem solving skills in circle geometry concepts. Hence, it is recommended from this study that there is the need for South African schools to adopt the instructional approach for the intervention: Polya problem solving instructional approach coupled with social constructivist instructional approach, for the teaching and learning of Euclidean geometry concepts. / Mathematics Education / M. Sc. (Mathematics Education)
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| 15 |
Teaching Derivations of Area and Measurement Concepts of the Circle: A Conceptual-Based Learning Approach through Dissection Motion OperationsShields, Tracy, Rahim, Medhat H. 20 March 2012 (has links)
No description available.
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