Afrikaans: Ontoereikende prestasie in wiskunde is ‘n verskynsel wat besonder algemeen voorkom en navorsers is dit eens dat die probleem veral by swart leerders kritieke afmetings aanneem. In die veranderende Suid-Afrika is een van die onderwysrealiteite dat 'n groot deel van die bevolking, vanweë verskeie faktore, steeds blootgestel word aan opvoedings- en omgewingsituasies wat nie bevorderlik is vir die optimale verwerkliking van die leerders se persoonsmoontlikhede nie, en tewens ook yan hierdie verwerklikingsgeleenthede weerhou. Die Tswanaleerders in die Mafikeng-area bevind hulle in ‘n opvoedingsituasie wat nie altyd vir optimale verwerkliking van hul persoonsmoontlikhede bevorderlik is nie. Een moontlike uitkoms van hierdie situasie is dan ook ontoereikende prestasie in wiskunde. Daar is veral gefokus op die taalaspek, waar die Tswanaleerders eendersyds probleme ondervind met die 'taal' van wiskunde, en andersyds dat hulle nie in hul moedertaal nie, maar wet in Engels onderrig word. Die doeI van hierdie studie is onder meer die verkenning van die Tswanaleerder in die Mafikeng-area se ontoereikende prestasie in wiskunde. Dit is gedoen deur die inskakeling van ‘n Diagnostiese Toets en ‘n Leerdersvraelys. Die kognitiewe en affektiewe fasette van die Tswanaleerder se prestasie in wiskunde is gemeet. Deur middel van assessering en evaluering is die huidige stand van die Tswanaleerder se prestasie in wiskunde onder die vergrootglas geplaas. 'n Remediëringstrategie wat spesifiek gerig is op die Tswanaleerder in die Mafikeng-area is saamgestel. Hierdie remediëringstrategie fokus op assessering en evaluering, deur gebruik te maak van die Diagnostiese Toets (Mafikeng-area) en die Leerdersvraelys. Daar is ook aangetoon in welke mate 'n wiskundeportefeulje in sodanige remedieringstrategie ingeskakel kan word. 'n Kontrolelys aan die hand waarvan wiskundefoute by die Tswanaleerder in die Mafikeng-area moontlik geidentifiseer kan word, is ook verskaf. 'n Bespreking van die diagnostiese ontleding van 'n Graad 4-groep se prestasie in die Diagnostiese Toets (Mafikeng-area) is ter iIIustrasie verskaf. Die voorgestelde remediëringstrategie is 'n potensiele hulpmiddel vir onderwysers/esse van die Tswanasprekende leerders in die Mafikeng-area om probleemareas in wiskunde te identifiseer en te hanteer. English: Inadequate achievement in mathematics frequently occurs especially amongst black learners where the problem is becoming critical. In a changing South Africa one of the realities in education is that a large part of the population, on account of various factors, is still being exposed to educational and environmental situations that do not promote the optimal realisation of the learners' personal potential, and also inhibit actualisation opportunities. The Tswana learners in the Mafikeng area find themselves in an educational situation that does not always promote optimal actualisation of their personal potential. One possible outcome of this situation is inadequate achievement in mathematics. Special attention was given to the language factor according to which learners experience problems with mathematical language on the one hand, and on the other, the problem that the learners are not being taught in their mother-tongue, but in English. The aim of this study is, inter alia, the exploration of the Tswana learner's inadequate achievement in mathemactis in the Mafikeng area. This was done by administering a Diagnostic Test and a Learner's Questionnaire. The cognitive and affective facets of the Tswana learner's achievement in mathematics was measured. The present state of the Tswana learners' achievement in mathematics was determined through assessment and evaluation. A remedial strategy specifically aimed at the Tswana learner in the Mafikeng area was devised. This strategy focused on assessment and evaluation by making use of the Diagnostic Test (Mafikeng area) and the Learner's Questionnaire. The relevant research also indicated to what extent a mathematics portfolio could be incorporated into such a remedial strategy. A check list according to which mathematical errors in the case of the Tswana learners in the Mafikeng area could possibly be identified was also compiled. A discussion of the diagnostic analysis of a Grade 4 group's achievement in the Diagnostic Test (Mafikeng area) is provided by way of illustration. The proposed remedial strategy is a potential aid for teachers of Tswana-speaking learners in the Mafikeng area to identify and deal with problem areas in mathematics. / Dissertation (MEd)--University of Pretoria, 2006. / Curriculum Studies / unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/26644 |
| Date | 25 July 2005 |
| Creators | Erasmus, Petro |
| Contributors | Prof J G Maree, upetd@up.ac.za |
| Source Sets | South African National ETD Portal |
| Detected Language | Unknown |
| Type | Dissertation |
| Rights | © 2002, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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