The main purpose of this workshop is to focus upon a complementary approach to the study of, and the investigation into, concepts related to Geometry- Space Strand. It ought to benefit educators especially those who prepare teachers for the primary/elementary schools. Participants in this workshop will initially learn the skills needed in Pop-Up Engineering to produce ‘hole’ 3- D paper models which illustrate some particular geometric concepts. The process of the construction of these models allows for building imagery, testing predictions, arousing and satisfying curiosity, connecting to Geometric concepts and most of all motivating and holding interest. It is envisaged that this approach to the teaching and learning of geometric concepts will provide grounds for discussion, enrichment, exploration, clarification of and ownership of ideas, and cross curriculum integration. It has the potential to reduce the apparent difficulty students experience with the study of geometric concepts.

No description available.

The main purpose of this workshop is to focus upon a complementary approach to the study of, and the investigation into, concepts related to Geometry- Space Strand. It ought to benefit educators especially those who prepare teachers for the primary/elementary schools. Participants in this workshop will initially learn the skills needed in Pop-Up Engineering to produce ‘hole’ 3- D paper models which illustrate some particular geometric concepts. The process of the construction of these models allows for building imagery, testing predictions, arousing and satisfying curiosity, connecting to Geometric concepts and most of all motivating and holding interest. It is envisaged that this approach to the teaching and learning of geometric concepts will provide grounds for discussion, enrichment, exploration, clarification of and ownership of ideas, and cross curriculum integration. It has the potential to reduce the apparent difficulty students experience with the study of geometric concepts.

No description available.

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?’

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?’

No description available.

Um vorhandene Wissenslücken bestimmen zu können, stellen Online-Selbsttests ein geeignetes Instrument dar. In ihnen werden Soll-Anforderungen abgebildet und vorhandenes Ist-Wissen abgefragt. Durch diese mediale Unterstützung sind Lernbedarfe individuell bestimmbar, jedoch trägt sie nicht per se zur Förderung der Selbststeuerung im Lernprozess bei. Ziel dieses Beitrags ist es, Grenzen von diagnostischen Online-Selbsttests zu identifizieren und zugleich Potentiale für die Unterstützung der Reflexion im selbstgesteuerten Lernprozess aufzuzeigen. Anhand eines entwickelten Online-Selbsttests für Studierende zur eigenständigen Einschätzung ihrer Fähigkeiten und Kenntnisse im Bereich des methodisch-wissenschaftlichen Arbeitens, der hochschulweit zur Verfügung gestellt wurde, sowie parallel erhobener Metadaten erfolgt eine kritische Bestandsaufnahme zur Wirksamkeit von Online-Selbsttests. Die Ergebnisse dieses Beitrags tragen zur konzeptionellen Weiterentwicklung dieses Instrumentes bei.