Inaug.--Diss.--Göttingen. / Lebenslauf. Includes bibliographical references (p. 6).

Thesis--Universität Basel. / Vita. Includes bibliographical references (p. 42-44).

Inaug.--Diss.--Göttingen. / Lebenslauf. Includes bibliographical references (p. 6).

Thesis--Universität Basel. / Vita. Includes bibliographical references (p. 42-44).

Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2019 / Alignment between content standards, instruction, assessment and learning materials assists in achieving the intended content in the classroom. The purpose of this study was to explore the alignment between Senior Phase Mathematics Content Standards (SPMCS) and numeric and geometric patterns’ workbook activities. The problem was that teachers sometimes use the Department of Basic Education’s workbooks interchangeably with textbooks, while their purpose is to supplement textbooks and provide worksheets for the learners. The alignment status of the Department of Basic Education (DBE) senior phase mathematics’ workbooks could not be found in the literature. Mixed methods research and document analysis were employed to explore the status of alignment between SPMCS and DBE workbook activities on Numeric and Geometric Patterns (NGP). This was aimed at highlighting the status of alignment in terms of the content structure and the alignment indices through the use of alignment model of Webb (1997) and of Porter (2002). The findings of this study revealed that the alignment between SPMCS and DBE workbook activities on NGP in terms of the categorical concurrence, depth of knowledge consistency and range of knowledge correspondence ranges from ‘acceptable’ to ‘full’ level of agreement. However, content beyond the scope of the content standards was found in Grade 7 and Grade 8 DBE workbook activities on NGP. The computed alignment indices for Grade 7, Grade 8 and Grade 9 range from moderate to strong alignment. Besides, weak and strong discrepancies were identified, which need to be addressed to improve the content structure of the DBE workbooks. This study recommends two alignment models to explore the alignment between educational components for comprehensive results and complementation. In addition, studies such as this should be conducted to enhance the quality in developing assessments in future. KEY CONCEPTS Alignment; assessment; content standards; learning materials; workbooks; numeric patterns and geometric patterns.

[pt] A filosofia do direito se preocupa tradicionalmente com a análise de problemas interpretativos sob a perspectiva do juiz. Uma mudança de perspectiva pode ser benéfica: é possível utilizar de conceitos de filosofia da linguagem para aprimorar a redação de textos normativos, lançando nova luz sobre as questões filosóficas persistentes sobre a interpretação jurídica. O presente trabalho analisa os conceitos de ambiguidade e vagueza, em suas diversas formas, e oferece uma divisão entre tipos de vagueza instrumentalmente desejáveis e indesejáveis para a consecução dos valores perseguidos pelo direito. Após, é apresentado um argumento que pretende mostrar que textos normativos são atos de fala ilocucionários. Finalmente, o trabalho busca mostrar como a linguagem ordinária pode ser usada para aumentar a clareza de textos normativos. A hipótese de que essa prática pode gerar benefícios é testada e confirmada a partir de um questionário distribuído a juristas e não juristas. Na conclusão, argumenta-se que a aplicação das conclusões filosóficas anteriores a textos normativos pode aumentar o grau de efetividade e transparência do direito e resolver parte dos problemas de interpretação que permanecem não solucionados após décadas de debate filosófico, como ocorre com as discussões sobre intencionalismo e textualismo. / [en] Philosophy of law is traditionally preoccupied with the analysis of interpretative problems under the judge s point of view. A change in perspective might be beneficial: it is possible to use concepts from philosophy of language to enhance the redaction of normative texts, shedding new light on persistent philosophical questions about interpretation in law. The present thesis analyzes the concepts of ambiguity and vagueness in its multiple forms, offering a division between kinds of instrumentally desirable and undesirable vagueness to the values pursued by law. Afterwards, it presents an argument that intends to show that normative texts are ilocucionary speech acts. Finally, the thesis seeks to show ways in which ordinary language may be used to create clearer normative texts. The hypothesis that this practice may generate benefits is tested and confirmed by a questionnaire distributed to both lawyers and laymen. In its conclusion, it is argued that the application of these previous philosophical conclusions to normative texts may increase the degree of effectiveness and transparency of law and solve part of the problems of interpretation that remain unsolved after decades of philosophical debate, as happens with discussions about intentionalism and textualism.