The present project is part of a larger research programme focussed on
the analysis of change; one aspect being educational transformation and
in particular an emphasis on the explication of the contentless processes
(eg. logical operations, reasoning styles, analysis and synthesis) which underlie
both learning and teaching at university level. The present project
is aimed at an analysis of the teaching-learning dialectic in mathematics
courses. This analysis has two major focal points, that is, making explicit
the often tacit and mostly inadequate and/or inappropriate rules for engaging
in mathematical tasks which the under-prepared learner brings to
the teaching-learning situation, and secondly the teaching strategies which
may enable these learners to overcome their past (erroneous) knowledge
and skills towards the development of effecient, autonomous mathematical
problem-solving strategies. In order to remedy inadequate and inappropriate
past learning and/or teaching, the present project presents a set of mediational
strategies and regulative cues which function both for the benefit
of the teacher and the learner in a problematic teaching-learning situation
and on the meta and epistemic cognitive levels of information processing.
Furthermore, these mediational strategies and regulative cues fall on a kind
of interface between contentless processes and the particular content of the
teaching-learning dialectic of mathematics in particular, as well as between
the ideal components of any instructional process and the particular needs
and demands of under-prepared learners engaged in mathematical tasks. / Thesis (M.Ed.) - University of Natal, Durban, 1988.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3199 |
| Date | January 1988 |
| Contributors | Craig, A. P. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.3199 seconds