This study investigates the possibilities and implications for the teaching of the solving
of polynomial equations. It is historically directed and also focusses on the working
procedures in algebra which target the cognitive and affective domains. The teaching
implications of the development of representational styles of equations and their solving
procedures are noted. Since concepts in algebra can be conceived as processes or
objects this leads to cognitive obstacles, for example: a limited view of the equal sign,
which result in learning and reasoning problems. The roles of sense-making, visual
imagery, mental schemata and networks in promoting meaningful understanding are
scrutinised. Questions and problems to solve are formulated to promote the processes
associated with the solving of polynomial equations, and the solving procedures used by
a group of college students are analysed. A teaching model/method, which targets the
cognitive and affective domains, is presented. / Mathematics Education / M.A. (Mathematics Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/17291 |
| Date | 06 1900 |
| Creators | Maharaj, Aneshkumar |
| Contributors | Botha, J. D., Wessels, Dirk Cornelis Johannes |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xi, 149 leaves) |
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