This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.

TITLE: Studentsʼ problem posing as an indicator of mathematical culture of lower secondary students AUTHOR: Mgr. Jiří Bureš DEPARTMENT: Department of Mathematics and Mathematical Education SUPERVISOR: Prof. RNDr. Jarmila Novotná, CSc. ABSTRACT: This thesis is focused on studentsʼ problem posing as an indicator of mathematical culture of lower secondary students. The theoretical background consists of research on problem posing, word problems in mathematics, mathematical culture and the Theory of didactical situations in mathematics. The goal of the thesis is to analyse links between problem posing and studentsʼ mathematical culture through the analysis and description of the posed problems. The thesis consists of two parts, theoretical and research part. In the theoretical part, there are the main findings about studentsʼ problem posing and some approaches to the concepts of word problems and mathematical culture, and the main concepts of the Theory of didactical situations used in the thesis. The research part starts with the analysis of the pre-experiment, which constitutes the basis for creation and characteristics of the conception of mathematical culture of problem posing. These parts are followed by the analysis of the main experiment, which provides the complete description of the posed problems...

Problem-posing is recognized as an important component in the nature of mathematical thinking (Kilpatrick, 1987). More recently, there is an increased emphasis on giving students opportunities with problem posing in mathematics classroom (English& Grove, 1998). These research has shown that instructional activities as having students generate problems as a means of improving ability of problem solving and their attitude toward mathematics (Winograd, 1991). In this study, teaching Taxicab Geometry which is a non-Euclidean geometry is aimed to mathematics teacher candidates by means of computer game-Simcity- using real life problems posing. This studies’ participants are forty mathematics teacher candidates taking geometry course. Because of using Simcity computer game, this game is based on Taxicab Geometry. Firstly, students had been given Taxicab geometry theory for two weeks and then seperated six each of groups. Each of groups is wanted to posing problem and solving from real life problems at Taxicab geometry. In addition to, students applied to problem solving at Simcity computer game. Studens were model into Simcity game. They founded ideal city, healty village, university campus, holiday village, etc. interesting of each others.

Central to this article is networking in math lessons, whereby concentration is placed on the construction of a student-focused teaching method for the networking of mathematical knowledge in the lower secondary. Firstly, normative standards and descriptive results will be compared. Secondly, several already existing teaching methods for networking in math lessons will be added to the method of „chapter-spanning task variation“. Using this method, attention is be placed on the integration of mathematical content and specific social netowrk-form (e.g. teacher led classes, group-work etc.). This paper will be concluded with the presentation of the testing of the method in the school context).

Title: Interpretation of calculations in word problems - looking for a question Author: Tereza Legová Department: Department of Mathematics and Mathematical Education Supervisor: prof. RNDr. Naďa Vondrová, Ph.D., Department of Mathematics and Mathematical Education Abstract: This thesis deals with an exploratory study of the introduction of modified word problems into the teaching of mathematics. The modification of the classical word problem consists in setting the context of the word problem and calculation. The task of pupils is to find out what we get by the given calculation, what question the calculation answers and substantiate their claims. The aim of the thesis was to describe how pupils think in solving this type of problem. Specifically, it investigated what strategies pupils elect and what difficulties arise in solving. The theoretical part of the thesis is a search of literature on the topic of solving word problems and their possible implementation in teaching. The practical part is divided into two phases. A test consisting of three problem contexts was given to pupils. The aim was to determine the meaning of the three given calculations for the each context. Before solving the test, a sample problem was discussed with the pupils. In the first phase, interviews were conducted with six pupils...

Die Brasiliaanse opvoedkundige Paulo Freire word as een van die belangrikste opvoeders van die twintigste eeu beskou. Sy benadering tot volwasse onderrig is op verskeie terreine toegepas maar nooit direk as teenvoeter vir geweld teen vroue en kinders aangewend nie. Die doel van hierdie studie was om vas te stel op welke wyse Paulo Freire se benadering tot leer en onderrig in volwasse basiese onderrig as teenvoeter kan dien vir die kultuur van geweld teen vroue en kinders in Suid-Afrika. Die studie bestaan uit ’n analitiese literatuurstudie en ’n kwalitatiewe studie met elf deelnemers. Ten einde die navorsingsvraag te beantwoord neem die studie ‘n aanvang met ’n literatuurstudie oor die redes vir geweld teen vroue en kinders. Daarna val die fokus op volwasse basiese onderrig [VBO], volwasse leer en die knelpunte in VBO in Suid-Afrika. In die volgende hoofstuk word die literatuur ten opsigte van Freire se werk en sy benadering tot volwasse onderrig bespreek. Kernelemente van sy benadering word getabuleer waarna kritiek op en die belang van sy benadering, sowel as die toepassing daarvan, in Afrika en Suid-Afrika bespreek word. In die kwalitatiewe empiriese studie word die resultate van die vrae in die onderhoudsgids met betrekking tot geweld en VBO bespreek waarna die resultatate in die laaste hoofstuk in die lig van die literatuurstudie geanaliseer word. Nadat die data beoordeel is, word aanbeveel dat, hoewel kennis geneem moet word van die uitdagings in VBO en Freire se benadering, die benadering steeds as ’n middel in basiese volwasse onderrig gebruik kan word om geweld die hoof te bied. ’n Praktiese voorstel vir teengeweldonderrig word gemaak met behulp van ’n teengeweldlesplan vir VBO. Die navorsing sluit af met beperkings van die studie en voorstelle vir optrede. / The Brazilian educator Paulo Freire is considered to be one of the most important educators of the twentieth century. His approach to adult education has been applied to various fields, but never directly to prevent violence against women and children. The purpose of this study was to ascertain how Freire’s approach to learning and teaching can be used as an antidote against violence against women and children in South Africa. The study consists of an analytical literature review and qualitative study with eleven participants. To answer the research question, the study commences with a literature study on the reasons for violence against women and children. Therafter the focus shifts to the adult basic education, adult learning and the restraints in adult basic education in South Africa. In the next chapter Freire’s work and his approach to adult education is dis-cussed. Key elements to his approach is tabled whereafter critique on and the im-portance of his approach, as well as its application in South Africa, is discussed. In the qualitative empirical study the results of the questions in the interview guide with regard to violence and adult basic education is discussed, whereafter the results are analised in the final chapter in view of the literature study. After the consideration of the data, it is recommended that cognisance must be taken of the challenges to adult basic education and Freire’s approachwhich can still be utilised as a medium in adult basic education to combat violence. A practical proposal for antiviolence education is made through a antiviolence lesson plan for ABE. The research concludes with limitations and recommendations. / ABET and Youth Development / M. Ed. (Adult Education)