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Exploring multiplicative reasoning with grade four learners through structured problem solvingHansa, Sameera January 2017 (has links)
Research Report submitted to the Wits School of Education,
Faculty of Science,
University of the Witwatersrand, Johannesburg
In partial fulfilment of the requirements
For the degree of Master of Science (Mathematics Education)
Johannesburg, 2017 / South Africa’s performance in mathematics education is ranked amongst the world’s worst.
This performance is not only alarming at an international level, but also nationally. Annual
National Assessments (ANA) conducted by the Department of Education have showed that
the level of mathematics across the foundation and intermediate phase is poor with a
pronounced dip in performance at a Grade 4 level (Department of Basic Education, 2014).
Multiplication and division are common challenging areas that contribute to this poor
performance. This is concerning as mathematics is globally recognised as a key competence
for providing access to higher education and developing a country’s society and economy.
My study, aimed at exploring multiplicative reasoning with Grade 4 learners through
structured problem solving, is focused on the learning of multiplication and division within
the context of an intervention concentrated on developing learners’ ability to model
multiplicative situations. Shifts in the use of models were investigated following a smallscale
intervention in which different modelling approaches (particularly ratio modelling)
were introduced and developed. A control group was used to determine the usefulness of the
intervention. Questions which I sought to answer were: (a) what kinds of multiplicative
reasoning (models) are Grade 4 learners using prior to intervention, (b) what changes, if any, are seen
in overall performance, across the intervention and control group, in the post-test, and, (c) what kinds
of differences in model use were associated with the shifts in performance?
The main dataset comprised of 61 pre- and post-test scripts across three Grade 4 classes in a
former Model C school in a Johannesburg district. A sample of 15 interviews were also
conducted across the classes. Document analysis and transcription notes were used to analyse
data with a Realistic Mathematics Education (RME) framework informing my analysis.
Findings from my study reveal that prior to intervention, Grade 4 learners presented limited
multiplicative models which were predominantly confined to traditional algorithms. After the
small-scale intervention, learners used a broader range of models with an emerging take up of
ratio models. The success rate associated with the models presented by learners also
improved. Limited and/or no changes in model use and their respective success rates were
seen in the control group suggesting that the intervention program was useful. These findings
suggest that, as a future recommendation, it would be worthwhile to investigate the outcomes
of running a similar intervention in less privileged settings. / MT 2018
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The number-location association and its marketing implication. / CUHK electronic theses & dissertations collection / ProQuest dissertations and thesesJanuary 2010 (has links)
At last, this dissertation considers another marketing implication of this number-location association, namely the compatibility effect. In experiment 7, we find that people perceive a discount as more attractive when the two prices are actually posited in compatible locations (original price-right side; discounted price-left side) than in incompatible locations. Similarly, experiment 8 demonstrates that people are more likely to patronage a supermarket when the supermarket's slogan about low price is shown on the left side of a display than on the right side, and this effect is mediated by the subjective fluency feeling people felt at the time they process the advertisement. / Given a display, people usually think that large numbers should be located on the top or on the right hand side of the display, whereas small numbers should be posited at the bottom or on the left (Wood and Fischer 2008). / Given this number-location association, this dissertation secondly intends to apply it to the field of marketing, and to use three experiments to explore how and why location of product image can influence people's price judgment. The results of experiment 4 show that consumers think that the market price of a product is higher if the product's image is shown on the right side of a display than on the left side; experiment 5 and experiment 6 further indicate that the location of product image can only influence consumers' price judgment, but cannot influence quality judgment. / Key Words: Number-location association, Simulation, Perceptual Symbol Systems (PSS), Price perception. / This dissertation firstly aims to provide new evidence for this number-location association. Experiment 1 demonstrates that people incorrectly remember that large numbers appear to the right of the locations they actually were shown while small numbers appear to the left ofthe locations than they actually were presented; experiment 2 and experiment 3 show that people estimate there are more pieces in a pile of object when the pile of object is presented on the right side of a display than on the left side. / Cai, Fengyan. / Adviser: King Man Hui. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 139-144). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.
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Comprehension of health risk probabilities: the roles of age, numeracy, format, and mental representationFausset, Cara Bailey 02 July 2012 (has links)
Probabilities, an essential dimension of risk communication, can be presented in various formats including frequencies (e.g., 1 in 10), percentages (e.g., 10%), or verbal phrases (e.g., unlikely); the literature is mixed concerning which format best supports comprehension. Additionally, it is not well understood how people who vary in their level of numeracy understand those probabilities. The goal of the present three-phase within-participant study was to understand how the factors of format and numeracy influence comprehension and mental representations of probabilities for younger and older adults. Overall, the results of this research clearly indicated that comprehension and mental representation of health risk probabilities are influenced by format, age, and numeracy. To best support comprehension and comparison of health risk probabilities for younger adults and healthy older adults with varying numeracy, percent format should be used.
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Number cognition and cooperation /Furlong, Ellen Elizabeth, January 2008 (has links)
Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 93-99).
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Improving a second grade student's number sense an instructional intervention /Mathews, Elizabeth Leigh, January 2007 (has links)
Thesis (Ed.S.)--Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.
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Numerical ability of young adults with Down syndrome /Gaunt, Lorraine. January 1900 (has links) (PDF)
Thesis (M.Phil.) - University of Queensland, 2005. / Includes bibliography.
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The use of mathematical resources to teach number concepts in the foundation phaseMntunjani, Lindiwe January 2016 (has links)
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / The poor performance of learners in mathematics has long been a matter of concern in South Africa. One certain fact from the Annual National Assessment (ANA) results is that the problem starts in the Foundation Phase (FP) with number concepts. The aim of this study was to explore how five Foundation Phase teachers located in challenging socio-economic school contexts in the Western Cape used mathematical resources to promote teaching for understanding of the important number concept area in CAPS. These resources included humans, materials, culture and time.
The research was located within the interpretive qualitative research paradigm and used a case study approach. The participants in the study included five FP teachers teaching Grades 1 to 3 at two schools in the Western Cape. Data was collected through lesson plan analysis, lesson observations and semi-structured interviews. The data collected was then analysed through the lens of Vygotsky’s socio-cultural theory. Socio-cultural theory maintains that knowledge is best acquired if it is mediated by language, more knowledgeable others and physical tools. Vygotsky believed that knowledge is first acquired interpersonally, then intrapersonally, as learners first learn from others, then internalise or individualise knowledge while going through the four stages of the Zone of Proximal Development (ZPD).
The findings of this study revealed that teaching for understanding was often compromised by teaching to enable learners to pass assessments. Teachers understood the importance of using resources to teach number concepts in the Foundation Phase, but inclined to rote teaching with work drills in preparation for assessments such as the Annual National Assessment (ANA) and the systemic assessment. Resources were often used when learners struggled to understand concepts and as calculation tools.
This study supports the view from the literature that the way in which resources are used affects the teaching and learning of number concepts. It recommends that teachers should read and follow the CAPS mathematics document, as it clearly states what resources to use and how. This study further recommends that more research on the use of resources to teach mathematics in other content areas should be done.
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Verhoging van laerskoolleerlinge se vlak van bewustheid van die distributiewe eienskap in rekenkundeVermeulen, Cornelis Franz January 1995 (has links)
Thesis (DEd)--Stellenbosch University, 1995. / ENGLISH ABSTRACT: The rationale for this study essentially is the perceived and reported misconceptions in
algebra that exist within pupils in the Junior Secondary phase. These misconceptions are the
direct result of the incomplete mastery of algebra.
The purpose of this research is to attempt to contribute towards pupils' complete mastery of
algebra and the ensuing elimination of certain pupil misconceptions, by trying to increase
primary school pupils' level of awareness of the general number properties.
Primary school pupils who learn arithmetic in a problem based environment intuitively use
the general number properties to execute arithmetical calculations, while pupils in the
traditional teaching approach are taught standard algorithms which they must apply, often
without comprehension.
In the latter, the existence of the number properties is concealed. When these pupils officially
encounter the general number properties for the first time in standard 4 or 5, they are
probably not capable of integrating these new concepts into their existing knowledge
structure. This may lead to incomplete mastery and ensuing misconceptions, which can
become worse when pupils must apply exactly the same number properties in algebra to
execute algebraic manipulations.
The fact that primary school pupils in the problem based approach intuitively apply the
number properties, earlier led to the hypothesis that these pupils possess a higher level of
awareness of the number properties. However, research has indicated that these pupils
possess only a moderately higher level of awareness. This has led to this study during which
a specific attempt is made to take pupils' intuitive knowledge of the number properties,
which they spontaneously apply, as a point of departure, and to develop it to such an extent
that they become explicitly aware of the existence and nature of these fundamental concepts
in mathematics.
The technique how to link up with pupils' intuitive knowledge and to increase their level of
awareness of the number properties inside a problem based environment, was developed during the first two years of this study. At the end of this period, a suitable teaching strategy
was formulated. This strategy is essentially based on the following parameters: Group
discussion, the use of calculators, and creating a cognitive disequilibrium. During the third
year of this study this strategy was implemented at a number of schools. During this phase
research concentrated on the distributive property only. Judging by the results, it appears as
if a considerable increase in level of awareness has taken place within these pupils.
During this study a hierarchical model of levels of awareness was also formulated. This
model was used as a guide in the attempt to increase pupils' level of awareness of the
number properties. / AFRIKAANSE OPSOMMING: Die rasionaal vir hierdie studie is hoofsaaklik gelee in die waargenome en gerapporteerde
wanbegrippe in algebra wat by leerlinge in die Junior Sekondere fase bestaan. Hierdie
wanbegrippe is die direkte gevolg van die onvolledige beheersing van algebra.
Die doel van hierdie navorsing is om 'n hydrae te probeer lewer tot leerlinge se volledige
beheersing van algebra, en die gepaardgaande uitskakeling van bepaalde leerlingwanbegrippe,
deurdat gepoog word om laerskoolleerlinge se vlak van bewustheid van die algemene
bewerkingseienskappe te verhoog.
Laerskoolleerlinge wat probleemgebaseerde rekenkunde-onderrig ontvang, benut intu'itief die
algemene bewerkingseienskappe ten einde rekenkundige berekeninge uit te voer, terwyl aan
laerskoolleerlinge in die tradisionele onderrigbenadering standaardalgoritmes onderrig word
wat hulle dikwels sonder begrip moet toepas.
In laasgenoemde geval word die bestaan van die bewerkingseienskappe erg versluier.
Wanneer hierdie leerlinge in standerd 4 of 5 vir die eerste keer amptelik met die algemene
bewerkingseienskappe in aanraking kom, is hulle waarskynlik nie in staat om hierdie nuwe
begrippe met hul bestaande kennisstruktuur te integreer nie. Dit kan tot onvolledige
beheersing en gevolglike wanbegrippe lei, wat kan vererger wanneer leerlinge presies
dieselfde eienskappe in algebra moet benut ten einde algebra!ese manipulasies uit te voer.
Die feit dat laerskoolleerlinge in die probleemgebaseerde benadering intu'itief die
bewerkingseienskappe toepas, het tevore reeds tot die hipotese dat hierdie leerlinge oor 'n
hoer vlak van bewustheid van die bewerkingseienskappe beskik, aanleiding gegee. Navorsing
het egter aangetoon dat daar slegs 'n matige hoer vlak van bewustheid by hulle bestaan. Dit
het tot hierdie studie aanleiding gegee waartydens spesifiek gepoog word om leerlinge se
intuitiewe kennis van die bewerkingseienskappe wat hulle spontaan aanwend ten einde
rekenkundige bewerkings uit te voer, as vertrekpunt te neem, en te ontwikkel sodat hulle
eksplisiet bewus sal raak van die bestaan en wese van hierdie grondliggende waarhede in
wiskunde.
Die tegniek hoe om by laerskoolleerlinge se intui'tiewe kennis aan te sluit en hul vlak van
bewustheid van die bewerkingseienskappe binne 'n probleemgebaseerde omgewing te
verhoog, is gedurende die eerste twee jaar van hierdie studie ontwikkel. Aan die einde van
hierdie periode is 'n toepaslike onderrigstrategie geformuleer. Hierdie strategie steun sterk
op die volgende parameters: Groepsbespreking , die benutting van sakrekenaars, en die skep
van 'n kognitiewe disekwilibrium. Gedurende die derde jaar van hierdie studie is hierdie
onderrigstrategie in verskeie skole toegepas. Daar is gedurende hierdie fase slegs op die
distributiewe eienskap gekonsentreer. Volgens die resultate wil dit voorkom asof daar 'n
aansienlike verhoging in die betrokke leerlinge se vlak van bewustheid van die distributiewe
eienskap plaasgevind het.
Gedurende hierdie studie is ook 'n hierargiese model van vlakke van bewustheid geformuleer
aan die hand waarvan die poging aangewend is om leerlinge se vlak van bewustheid van
bewerkingseienskappe te verhoog.
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Learners' views of practical work in addition of fractions : a case study.Mdluli, Fortunate Gugulethu. January 2013 (has links)
This study considered use of practical work as one of the strategies that may be used to teach and learn fraction concepts in primary school Mathematics. Although an educator and learners were participants in the study, the focus was mainly on the learners. The class educator’s perception of practical work was investigated and the results confirmed the assumption that most educators use minimal or no practical work when teaching learners fractions.
The researcher carried out an experiment with learners to find out whether they saw any value in doing practical work. Data collection instruments used were an observation schedule which was collated by the researcher in teaching four lessons, written responses of learners to a series of activities they did as class work and their responses to interview questions. Data collected from learners confirmed that practical work did have value in the teaching of fraction concepts, especially addition of fractions.
Other than confirming the value of practical work, much other valuable data emerged from the findings. The data have important implications for the teaching and learning of fractions, especially addition of fractions, teacher training in practical work and also further research. These are intended to improve teaching of fractions, particularly addition of fractions. / M. Ed. University of KwaZulu-Natal, Durban 2013.
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O Sistema de Numeração Decimal: um estudo sobre o valor posicionalTracanella, Aline Tafarelo 09 May 2018 (has links)
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Previous issue date: 2018-05-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / As soon as children begin their school life, they already carry with them an idea about the
numbers and operation of the Decimal Number System (DNS). However, this knowledge need
to be systematized, extended and deepened appropriately in order to assist in the construction
of other mathematical concepts. Given this problem, the present research aims to investigate
the mobilized knowledge of the positional value in the DNS and the understanding of the
characteristics of number zero in the same system by students of the fourth year of Elementary
School. Therefore, it is done a brief historical context to rescue how the development of this
kind of knowledge by ancient people has developed over time. As theoretical contributions, it
is used the researches of Piaget & Szeminska, and of Kamii on the constructions of the number
concept by the students. Regarding to the acquisition of the properties of the DNS, it is
discussed the researches of Fayol, Lerner & Sadovsky as well as Zunino, who also studies the
issue of the number zero in this system. To achieve the research objective, it is adopted the
qualitative methodology, since the focus of it is on the mobilized knowledge by the students in
the search for a solution to proposed activities. It was also developed an instrument with six
exercises involving the positional value and the number zero, based on the proposed sequence
in the Brandt version. One week after an application of the instrument, it was conducted a semistructured
interview, which was of very important to understand the answers provided by the
students. In the analysis and discussion of the obtained data, it is understand that the students
mobilized knowledge about the numerical sequence and the criteria of comparison pointed out
by Lerner & Sadovsky. In addition to these mobilized knowledge, the participants also used the
contextualization of activities to justify their responses, using a comparison with everyday
situations, such as, for example, age observation among children. Regarding the number zero,
it was analyzed the meanings attributed to this number by the students during interviews.
During the research phases, all students stated that zero “worth nothing”, but they have provided
justifications that meet the historical facts pointed out in the brief contextualization carried out
in the third chapter of the research. It is also noted that the participants are building their
knowledge about DNS, presenting an unstable knowledge that changes according to the
question asked regarding the proposed situation. The results found in this research indicate that
the work with DNS needs to be continuous throughout the initial years of Elementary School,
as the students continue to build their knowledge about DNS and expand their understanding
of the number zero in the years after the literacy cycle / Assim que as crianças iniciam sua vida escolar, já carregam consigo alguma ideia sobre os
números e sobre o funcionamento do Sistema de Numeração Decimal (SND). Todavia esses
conhecimentos precisam ser sistematizados, ampliados e aprofundados adequadamente, para
auxiliar na construção de outros conceitos matemáticos. Diante dessa problemática, a presente
pesquisa tem por objetivo investigar que conhecimentos são mobilizados por alunos do quarto
ano do Ensino Fundamental acerca do valor posicional no SND e sobre a compreensão do
número zero nesse mesmo sistema. Para isso, buscamos em uma breve contextualização
histórica resgatar como se deu o desenvolvimento desses saberes por povos antigos no decorrer
do tempo. Como aportes teóricos, nos baseamos nas pesquisas de Piaget e Szeminska e de
Kamii sobre a construção do conceito de número pelos alunos. Com relação à aquisição das
propriedades do SND, discorremos sobre as pesquisas de Fayol e de Lerner e Sadovsky, bem
como de Zunino, que aborda também a questão do número zero nesse sistema. Para atender ao
objetivo da pesquisa, adotamos a metodologia de cunho qualitativo, pois o foco da investigação
está nos conhecimentos mobilizados pelos educandos na busca por uma solução para as
atividades propostas. Elaboramos um instrumento com seis exercícios envolvendo o valor
posicional e o número zero, baseado na sequência proposta na tese de Brandt. Uma semana
após a aplicação do instrumento, realizamos uma entrevista semiestruturada, que foi de suma
importância para compreender com maior clareza as respostas fornecidas pelos alunos. Na
análise e discussão dos dados obtidos, compreendemos que os estudantes mobilizaram
conhecimentos acerca da sequência numérica e dos critérios de comparação apontados por
Lerner e Sadovsky. Além desses conhecimentos mobilizados, os participantes também
recorreram à contextualização das atividades para justificar suas respostas, usando a
comparação com situações cotidianas, como, por exemplo, a observação da idade entre
crianças. Com relação ao número zero, analisamos os significados atribuídos a esse número
pelos alunos durante as entrevistas. Durante as fases da pesquisa, todos os educandos afirmaram
que o zero “não vale nada”, mas trouxeram justificativas que vão ao encontro dos fatos histórico
apontados na breve contextualização realizada no primeiro capítulo da investigação. Notamos
também que os participantes estão construindo seus conhecimentos acerca do SND,
apresentando um conhecimento não estável, ou seja, que se altera de acordo com a pergunta
feita referente à situação proposta. Os resultados encontrados nessa pesquisa apontam que o
trabalho com o SND precisa ser contínuo, durante todos os anos iniciais do Ensino
Fundamental, pois os alunos continuam construindo seus conhecimentos acerca do SND e
ampliando sua compreensão sobre o número zero nos anos posteriores ao ciclo de alfabetização
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