This research was undertaken to determine the influence of a video class system
on the strategic teaching and learning of school mathematics. A literature
investigation served as a frame of reference for the planning, execution and
assessment of the empirical investigation.
Some of the approaches which have the greatest influence on the learning of
school mathematics, namely the behaviourist, cognitive and constructivist
approaches, are described and, where necessary, critically assessed. Factors
which influence the learning of school mathematics are discussed in an
interrelated manner and are used to identify the features of the strategic learning
of school mathematics.
It is then attempted to determine how teaching should take place to enable the
strategic learning of school mathematics. To reach this objective, different
approaches to the teaching of mathematics are discussed, based on approaches
to the learning of mathematics, and the influence of these on the teaching of
school mathematics is determined, based on the literature investigation. Different
factors which influence the teaching of mathematics are identified and used to
describe the characteristics of the effective teacher, who teaches mathematics
for the strategic learning of the subject.
The empirical investigation involved a quantitative as well as a qualitative
investigation. In the quantitative investigation an actual experimental design with
a pre-test and post-tests was used. Video recordings were made with one
experimental group (video recording class) and delivered (played back) with
another experimental group (video delivery class). The control group received
conventional mathematics teaching. A quantitative field investigation was undertaken by means of an adapted
LASSI-HS to establish the influence of the video class system used in the
investigation on the study and learning strategies of the learners. In this way the
influence on the strategic learning of mathematics could be determined. At the
same time the influence of the video class system on the mathematics
performance of the learners was established, in order to determine the extent of
success of the use of the video class system.
A qualitative investigation by means of an observation schedule, together with
the analysis of video recordings of mathematics lessons, was used to determine
the influence of the video class system on the teaching of mathematics. The
video class system did not have a negative or a positive influence on the
performance of either the video recording classes, the video delivery classes or
the control classes of the schools who participated in the research. Neither did
the video class system have a positive or a negative influence on the use of
learning and study strategies (concerning mathematics) of the different class
groups who participated in the research. That means that the video class system
did not negatively influence strategic learning in learners who may use it. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/6 |
| Date | January 2003 |
| Creators | Nieuwoudt, Susanna Maria |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
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