Piaget and Freudenthal advocated thinking levels. In the 1950's the van
Hieles developed a five level model of geometric thought. Judith Land
adapted the model in 1990, utilising four levels to teach the concept of
functions. These four levels have been considered here in the formation of
concepts of sequences and series. The origin and relevance of sequences
and series have been studied and the importance of visualisation,
patterning and generalisation in the instructional process investigated. A
series of lessons on these topics was taught to a group of six higher grade
matriculation students of mixed ability and gender. Questionnaires related
to student progress through the various levels were answered,
categorised, graphed and analysed. Despite the small number of students,
results seem to indicate that emphasising visualisation, exploring patterns
and generalisation and teaching the topics as a reinvention had made a
positive contribution towards progress through the various thought levels. / Mathematics Education / M.A. (Mathematics Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/15651 |
| Date | 11 1900 |
| Creators | Nixon, Edith Glenda |
| Contributors | Wessels, Dirk Cornelis Johannes, Naude, C. G. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xi, 172 leaves), application/pdf |
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