Worldwide the teaching and learning of mathematics pose a great challenge to mathematics teachers as learners' performance in the subject leaves much to be desired. This is particularly the case in South Africa where there was a great disparity in the development of teachers in the past. Extensive research has shown that many teachers in South Africa are under-qualified, especially in the teaching of mathematics at secondary schools. Those who are regarded as well qualified for teaching mathematics at secondary schools still experience problems in teaching certain sections of the syllabus, for example geometry, which is not offered at tertiary institutions. It is for this reason that the researcher, together with colleagues at an experimental school, joined forces to share the teaching of mathematics in what they referred to as "collaborative teaching". This work therefore involves a case study, which resulted after three teachers successfully achieved good matric results on employing this approach between 1993 and 1996. The study is based on an experimental design where both quantitative and qualitative methods were used. The aim of the study was to measure the extent to which collaboration between teachers affects the learning of mathematics in Grades 12. Two schools, the experimental school and a control school were involved. Learners from the experimental school were taught according to a collaborative approach whereas learners at the control school were taught conventionally (one teacher teaching all sections alone). This happened over a period of six months in 2001. Learners who were taught collaboratively outperformed those who were taught conventionally especially in the most problematic areas of the syllabus, namely geometry and trigonometry. The teachers who were involved in this approach, that is, collaborators, loved it to the extent that one of them applied it in another school where it improved their Grade 12 results tremendously. Learners who were taught according to this approach greatly appreciated it and wished they had been taught the same way in other subjects. This approach did not, however, significantly influence learners in their problem solving and information processing skills. In addition, one of the most serious limitations of this approach is to find a substitute for a teacher who leaves the team. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

The study presents a pragmatic evaluation of the influence of inductive teaching on grade 11 learners in two high schools in Tshwane West District in the Gauteng province in a form of pseudo experiment complemented with a qualitative investigation. The study focussed on the influence of inductive teaching on the nature of conceptualisation of and the learning achievement with regard to functions in Grade 11. A model adopted by O'Callaghan that identifies and applies the four competencies of modelling a function, interpreting a function, translating and reifying a function proved to be relevant for the investigation and hence was adapted for the study. The methodology used included data collection through pretest-posttest control group experimental design complemented with unstructured interviews. The verification of the reliability of research instruments and data analysis was done with the assistance of the Northwest University (Potchefstroom Campus) Statistical Consultation Services and through identification of common perceptions and experiences of participants. The results of the study did indicate positive influence of inductive teaching on the nature and quality of conceptual learning of the function concept. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

The study presents a pragmatic evaluation of the influence of inductive teaching on grade 11 learners in two high schools in Tshwane West District in the Gauteng province in a form of pseudo experiment complemented with a qualitative investigation. The study focussed on the influence of inductive teaching on the nature of conceptualisation of and the learning achievement with regard to functions in Grade 11. A model adopted by O'Callaghan that identifies and applies the four competencies of modelling a function, interpreting a function, translating and reifying a function proved to be relevant for the investigation and hence was adapted for the study. The methodology used included data collection through pretest-posttest control group experimental design complemented with unstructured interviews. The verification of the reliability of research instruments and data analysis was done with the assistance of the Northwest University (Potchefstroom Campus) Statistical Consultation Services and through identification of common perceptions and experiences of participants. The results of the study did indicate positive influence of inductive teaching on the nature and quality of conceptual learning of the function concept. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Orientador: osé Carlos Paes de Almeida Filho / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-05T10:47:40Z (GMT). No. of bitstreams: 1 Sandei_MariadeLourdesdaRocha_M.pdf: 7818659 bytes, checksum: e5a0871c09a00733a9f73cf24f96adb9 (MD5) Previous issue date: 2005 / Resumo: Esta pesquisa, de natureza etnográfica, tem por objetivo investigar qual a abordagem subjaz o ensinar de um professor de Língua Estrangeira (LE) de Ensino Médio da rede pública estadual e evidenciar se ocorreram ou não mudanças no seu sentido de plausibilidade (Prabhu, 1990) e na sua prática docente após a sua participação no estudo. Para isso, investigamos as ações e procedimentos metodológicos do professor-participante e os comparamos com o seu dizer, procurando evidências de coerência e incongruência entre a abordagem declarada e a que realmente emerge da sua prática. Os dados foram coletados através de observação, notas de campo, aulas gravadas em áudio e transcritas, entrevistas, questionários e discussão posterior à obtenção dos dados. O referencial teórico que orientou a análise advém das posições elaboradas por Almeida Filho em várias publicações (1993, 1997b, 1999, 2005). Os resultados revelaram, em determinados momentos, coerência entre o dizer e o fazer; em outros, entretanto, houve discordância. O seu discurso mostrou-se, na maioria das vezes, de acordo com os pressupostos da abordagem comunicacional, mas muitos aspectos da sua prática aproximaram-se dos procedimentos da abordagem tradicional de ensino, pois o professor-participante privilegiou, em suas aulas, a leitura em coro, tradução, aprendizagem de vocabulário, memorização e revisão gramatical. Quanto às possíveis mudanças iniciadas na sua prática, constatou-se, a partir das suas verbalizações, uma menor preocupação com o vestibular, o reconhecimento de ser necessário criar momentos para os alunos se comunicarem efetivamente na Língua-alvo, a importância de ele fazer menor uso da língua materna nas aulas, dentre outras. Notou-se também que a pesquisa fez o sentido de plausibilidade do professor observado entrar em conflito com as suas velhas percepções, levando-o a refletir criticamente sobre a sua prática de ensino e a buscar uma explicação para ela / Abstract: The purpose of this ethnographic research is to investigate what approach underlies the teaching of a Foreign Language teacher of a public state school and to evidence if changes had or not occurred in his sense of plausibility and his teaching practice after his participation in this study. To achieve this, we investigated the actions and the methodological procedures of the participant teacher and we compared them with his statements, searching convergence and contradiction between his declared approach and the one that emerges from his practice. The data were collected through class observation, which was audio recorded, field notes, interviews, questionnaires and discussions after the obtained data. The theorical framework that oriented the analysis was based on the work of Almeida Filho (1993, 1997b, 1999, 2005). The data revealed that, in several moments, there was coherence between his speech and his practice; in others contradiction between them. His oral communication was coherent with the assumptions of the communicative approach, but some aspects of his practice with the traditional approach, because the teacher emphasized, in his classes, group reading, translation, learning of vocabulary, memorization and grammatical revision. The results showed a lesser preoccupation with the vestibular, the necessity of creating moments for the students to communicate in the target language, the importance of using less Portuguese by the teacher in his classes, among others. We also noted that the research made the teacher' s sense of plausibility get into conflict with his old perceptions, making him reflect critically over his teaching practice and to look for an explanation for it / Mestrado / Lingua Estrangeira / Linguistica Aplicada

Made available in DSpace on 2015-04-22T21:56:01Z (GMT). No. of bitstreams: 1 Helenice Ricardo.pdf: 3746127 bytes, checksum: c30367c96c14a24d83415a49e2b5c61b (MD5) Previous issue date: 2006-09-25 / Fundação de Amparo à Pesquisa do Estado do Amazonas / The purpose of this dissertation is to present an epistemological discussion about the representation of the space in Geography teaching. The space approaches intended by the critic groups of the Geography Innovative Movements (Movimentos de Renovação da Geografia) bring back the understanding that the space representations should include the expertise and know-how originated from the knowledge that space experience offers us and that represent the rescue of the Geography social commitment. We will only be able to change the worlds through the development of critical conscience, if, we democratically, give all voice, once each of us have something to add to the knowledge about the space. We believe that better comprehension of reality depends on the consciousness over our pedagogic practice, thus, being responsible for our educational actions, we´ll be able to make true the ideal defended by the Contemporary Geography, which is the wide comprehension of the reality. / O propósito desta dissertação é apresentar uma discussão epistemológica acerca da representação do espaço no ensino de Geografia. As abordagens espaciais pretendidas pelas vertentes críticas dos Movimentos de Renovação da Geografia resgatam o entendimento de que as representações do espaço devem incluir a experiência e o conhecimento oriundos do saber que a vivência do espaço nos oferece e representam a recuperação do compromisso social na Geografia. Só poderemos transformar mundos através do desenvolvimento da consciência crítica, se, democraticamente, dermos voz a todos, uma vez que todos nós temos algo a acrescentar aos saberes sobre o espaço. Acreditamos que uma melhor compreensão da realidade depende da conscientização acerca da nossa prática pedagógica, portanto, responsabilizando-nos por nossas ações educativas, poderemos concretizar o ideal defendido pela Geografia Contemporânea, de compreensão ampla da realidade da qual participamos

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This study examines how a game-based lesson plan can affect students' motivation for schoolwork and their understanding of historical timelines. The study was conducted in a grade five where some students were recorded, interviewed and observed. The result indicates that a game-based lesson plan can affect students' motivation both positively and negatively depending on how the game is designed, and factors that are not directly connected to the game, such as grouping. Factors such as repetition, image support and that the game and grouping enable students to be in the zone of proximal development can be supportive for students learning. The benefits with this game-based lesson plan are that the games are flexible and reusable and can be adapted in different ways. The negative aspects of this game-based lesson plan are that the economy of the school can control which functions the students can use, and an unsuccessful grouping can lead to bad collaboration and unmotivated students.

Abstract   The aim of this study is to highlight some teacher’s experiences about their teaching strategies, methods and approaches to their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9. This study intends to answer three research questions which are: Which kind of approaches does the teachers have about their strategies as they proceed from in their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9?, Which kind of approaches do the teachers have about their methods as they proceed from in their mathematics teaching for primary pupils with intellectual disabilities in grades 7-9?, What do the teaches declare about their approaches to mathematics teaching for primary pupils with learning diabilities in grades 7-9?   The basis for the study is qualitive research and consists of interviews with four teachers in two schools in the same muncipality in Sweden. All of which teach students with intellectual disabilities in mathematics. The study´s theory choice is one of a socio-cultural perspective about learning in mathematics. The research has a qualitative approach and the analysis and the result is based on four interwievs with four teachers from different schools in the Stockholm area. The result of the study shows that all the teachers that participated apply strategies and plan mathematics teaching (differentiate) for every individual students needs. The results also show that teachers who teach students with intellectual disabilities applies many different methods to meet their students differences and particular needs. All participants in the study agree that the mathematics that their students have learnt during secondary school can increase the possibilities for the students to participate in societies different decision making processes in daily life. The teachers also saw mathematics as an important part of the knowledge needed in everyday life. The conclusion of the research is that the four teachers that participated in the study and that teach mathematics to students with intellectual disabilities in years 7-9 have a similar way of working towards planning lessons and the different methods they use. They also have a similar approach towards teaching mathematics to students with intellectual disabilities. / Sammanfattning   Syftet med studien är att belysa några lärares uppfattningar om deras strategier, metoder och förhållningssätt gällande matematikundervisning för grundsärskoleelever i årskurserna 7-9. Studien har för avsikt att besvara tre forskningsfrågor: Vilka uppfattningar har lärarna om sina strategier som de utgår ifrån i sin matematikundervisning för grundsärskoleelever i årskurs 7-9? Vilka uppfattningar har lärarna om sina metoder som de utgår ifrån i sin matematikundervisning för grundsärskoleelever i årskurs 7-9? Vad uppger lärarna att de har för förhållningsätt till matematikundervisning för grundsärskoleelever i årskurs 7-9? En kvalitativ forskningsmetod ligger till grund för studien och utgörs av intervjuer med fyra lärare på två olika skolor inom samma kommun i Sverige. Samtliga lärare undervisar grundsärskoleelever i matematik. Studiens teorival är det sociokulturella perspektivet på lärandet i ämnet matematik för grundsärskolan i årskurs 7-9.   Studiens resultat visar att samtliga lärare som deltog i studien uppger att de lägger upp strategier och planerar matematikundervisningen efter varje elevs individuella behov och deras förutsättningar. Resultatet visar även att de lärare som ingår i studien som undervisar grundsärskoleelever i ämnet matematik uppger att de utgår från många olika metoder och modeller för att möta upp elevers olikheter och dess olika individuella behov. Alla deltagare som deltog i studien uppger att de var överens om att matematikkunskaperna eleverna fått med sig från grundsärskolan skulle kunna öka möjligheten för eleverna att delta i samhällets olika beslutsprocesser i det dagliga livet. Lärarna uppger att de även såg att matematikämnet som en del i att eleverna ska kunna tillämpa kunskaperna i vardagslivet.   Studiens slutsats är att de fyra lärare som deltog i studien och som undervisar i grundsärskolans matematik i årskurs 7-9 uppger att de har ett liknande arbetsätt gällande planeringar av undervisningen och dess olika metoder som de arbetar kring. De uppger även ett liknande förhållningssätt angående matematikundervisningen för elever med intellektuell funktionsnedsättning.

Esta dissertação realizou uma pesquisa de crenças sobre abordagens de ensino de japonês em uma escola comunitária de uma associação de nipo-brasileiros localizada no Centro-Oeste do Brasil. Seu objetivo foi analisar as crenças sobre abordagem de ensino de duas professoras descendentes de imigrantes japoneses que atuam em uma escola vinculada à uma associação de descendentes de imigrantes japoneses e as influências que as atividades culturais da escola e associação produzem no ensino de japonês. As duas professoras possuem experiência no Japão como alunas do ensino regular, e começaram a ensinar o idioma japonês ao retornar ao Brasil. Ambas possuíam entre 24 e 28 anos à época da coleta de dados, sendo uma filha de pai descendente e de mãe não descendente de imigrantes japoneses, e a outra, filha de pais descendentes de segunda geração. A primeira adquiriu a língua japonesa e o português simultaneamente, enquanto a segunda adquiriu o japonês por volta de 10 anos de idade, ao viajar com os pais para o Japão. Os dados utilizados neste trabalho foram coletados mediante o uso de instrumentos de pesquisa comuns à uma investigação de crenças com base contextual, como observação e gravações em áudio das aulas, observação do contexto (escola e associação), notas de campo e entrevistas. Com base no método de pesquisa científico-indutivo, de abordagem qualitativa com enfoque comparativo, analisamos os dados a partir do foco de estudo de caso e etnografia, comparando as abordagens utilizadas pelas duas professoras. Tornou-se necessário uma análise histórica do ensino de japonês no Brasil, pelo fato da escola ser vinculada à uma associação de descendentes de imigrantes japoneses, e ambas as instituições apresentarem ainda muito das práticas típicas das associações, escolas e colônias de imigrantes japoneses dos primeiros períodos no Brasil. Os resultados mostraram que apesar das duas professoras possuírem experiências parecidas como ter estudado em escola no Japão enquanto seus pais trabalhavam como decasséguis, e terem participado de cursos para professores de japonês no Brasil e no Japão, apresentam abordagens de ensino diferentes uma da outra. / This essay has done a research of beliefs about Japanese teaching approaches on a nipo-brazilian community school located on Brazils Middle-West region. Its objective was to analyze the beliefs about the teaching approach of two Nikkei teachers (Japanese immigrants descendants) that work on a school related to a descendants association of Japanese immigrants and the influence that the schools cultural activities and association produce on the Japanese teaching. Both teachers have experience on Japan as regular students and started teaching de Japanese language by the time they returned to Brazil. They both had between 24 and 28 years old by the time of the data collecting, being one of them daughter of Japanese immigrants descendant father and non-descendant mother, and the other one, daughter of descendants parents of second generation. The first one acquired the Japanese and Portuguese languages simultaneously, while the second one acquired the Japanese when she was around 10 years old, when travelling to Japan with her parents. The data thats been used on this essay was collected with the use of research instruments common to beliefs investigation with contextual base, such as observation e audio recording of the classes, context observation (school and association), field notes and interviews. Based on the inductive research method, with a qualitative approach and comparative focus, we analyzed the data based on case study and ethnography, comparing both teachers approach. It became necessary an historical analyses of the Japanese learning in Brazil, by the fact that the school is attached to an association of Japanese immigrants descendant, and both institution still presents a lot of the associations typical practices. Schools and colonies of the first years Japanese immigrants on Brazil. The results showed that, despite both teachers have similar experience, such as studying in Japan while their parents worked as migrant, and have had participated on Japanese teachers classes on Brazil and on Japan, they present different teaching approaches.

En tant qu’enseignante de français langue étrangère (FLE) à l’Université des Andes (ULA) à Mérida, au Venezuela, nous nous intéressons aux phénomènes pouvant expliquer des résultats moyens des étudiants en FLE à l’issue de leur formation de cinq années (niveau Licenciatura). Afin d’analyser les difficultés qu’ils rencontrent, nous empruntons à la sociolinguistique la notion d’Attitudes Linguistiques (AL), pour évaluer les réactions des étudiants vis-à-vis de la langue apprise. En effet, les AL se présentent comme un moyen rigoureux de regarder les motivations et les représentations, deux focales admises en didactique de langues étrangères comme particulièrement pertinentes à considérer dans le processus d’apprentissage. Dans un premier temps, notre protocole expérimental nous a permis d’élaborer l’outil de l’enquête débouchant sur la mesure des AL des étudiants, à partir de la méthode Delphi (représentations des enseignants et des apprenants sur le français et son apprentissage à la ULA). Puis, nous avons appliqué le questionnaire à deux groupes d’étudiants de FLE (semestres A et B de l’année 2014) en trois temps encadrant deux interventions pédagogiques. La recherche a été complétée par des entretiens des enseignants. Les données recueillies ont été soumises à une analyse quantitative et qualitative. Nous avons trouvé chez nos étudiants des Attitudes Linguistiques et des représentations à majorité positives avec des motivations instrumentales sous-jacentes. La variation des données après l’intervention pédagogique est très légère, cela nous incite à proposer quelques perspectives didactiques. / As professors of French as a Foreign Language (FFL) at the University of Los Andes (ULA) in Mérida, Venezuela, we are interested in identifying the factors that may explain the poor performance of students of FFL at the end of a 5-year degree involving the study of Modern Languages. We have adopted the concept of Linguistic Attitude (LA) from the field of sociolinguistics with the purpose of analyzing the difficulties encountered by these students in order to evaluate the attitude of students in regard to the target language (French). The concept of Linguistic Attitude serves as a rigorous tool for measuring both, the motivation and representation of students, which constitute two key aspects to be considered in the teaching approach used in teaching foreign languages (PFL) as well as in the learning process of students. We used the experimental protocol to create the questionnaire to be able to measure the students’ Linguistic Attitudes. The Delphi method was used for the creation of the questionnaire (thus updating the instructors’ and students’ representations about the French language and its learning process at ULA). During the second phase, the questionnaire was applied to two groups of students of FFL (from the A and B semesters of the year 2014) at three different points in time. During the period between the second and third application, a pedagogical intervention took place. The research was completed by conducting interviews to the instructors in charge of the courses. The results were analyzed both quantitatively and qualitatively. The findings show that, in general terms, students manifest positive Linguistic Attitudes and representations with underlying instrumental motivations. Due to the very small variation observed after the pedagogical interventions, we find it necessary to propose new teaching approaches.