Over the last decade or two, there has been a discernible move to include modeling in the
mathematics curricula in schools. This has come as the result of the demand that society is
making on educational institutions to provide workers that are capable of relating
theoretical knowledge to that of the real world. Successful industries are those that are able
to effectively overcome the complexities of real world problems they encounter on a daily
basis.
This research study focused, to some extent, on the different definitions of modeling and
some of the processes involved. Various examples are given to illustrate some of the
methods employed in the process of modeling. More importantly, this work attempted to
build on existing research and tested some of these ideas in a teaching environment. This
was done in order to investigate the feasibility of introducing mathematical concepts within
the context of dynamic geometry. Learners, who had not been introduced to specific
concepts, such as concurrency, equidistant, and so on, were interviewed using Sketchpad
and their responses were analyzed. The research focused on a few aspects. It attempted to
determine whether learners were able to use modeling to solve a given real world problem.
It also attempted to establish whether learners developed a better understanding when using
Sketchpad.
Several useful implications have evolved from this work that may influence both the
teaching and learning of geometry in school. Initially these learners showed that, to a large
extent, they could not relate mathematics to the real world and vice versa. But a pertinent
finding of this research showed that, with guidance, these learners could apply themselves
creatively. Furthermore it reaffirmed the idea that learners can be taught from the general
to the more specific, enabling them to develop a better understanding of concepts being
taught.
Perhaps the findings and suggestions may be useful to pre-service and in-service educators,
as well as curriculum developers. / Thesis (Ph.D.)-University of Durban-Westville, 2004.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/9464 |
| Date | January 2004 |
| Creators | Mudaly, Vimolan. |
| Contributors | De Villiers, Michael. |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
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