This thesis describes an intervention using the Mathematics Recovery programme in a South African context with a small sample of Grade 4 learners. The study uses a qualitative case study approach. The data collection included video recorded one-to-one oral interviews with the learners. I used the Learning Framework in Number (LFIN) developed by Wright, Martland, Stafford and Stanger (2006) to profile the learners using pre and post intervention interview data and to determine their levels of multiplicative reasoning. The analysis showed the positive impact of the Mathematics Recovery programme on the improvement of multiplicative reasoning. The study contributes to the use of Mathematics Recovery programmes in South Africa from both a teacher and teacher educator perspective.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:rhodes/vital:1991 |
| Date | January 2014 |
| Creators | Mofu, Zanele Abegail |
| Publisher | Rhodes University, Faculty of Education, Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Masters, MEd |
| Format | 93 leaves, pdf |
| Rights | Mofu, Zanele Abegail |
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