M.Ed. (Media Studies) / The subject mathematics is for one reason or another regarded as a necessary prerequisite for various job directions by many countries (Del;we, 1988:1). This subject is also valuable as preparation for the contingency that the child in future may take up an occupation requiring knowledge of the subject in question (Young, 1927:14). What matters most is that·a large number of pupils fail mathematics every year in their examination in primary and secondary schools. This is a clear indication that there are problems in the teaching and learning of mathematics which need special attention. Mathematics is a sequential learning subject (Larcombe, 1985:12). By this is meant that new learning content cannot be grasped unless there is insight into and understanding of the previous learning content. This is true because the growth of mathematical understanding develops step by· step with each forward move depending upon the consolidation of previous experience. In the light of the evidence that primary school children are in the concrete reasoning state, most mathematics educators believe that it is desirable to use large amounts of manipulative materials with young children. The understanding of the nature of mathematics is more important in teaching, as the teaching of the subject is influenced and determined by the teacher's understanding of the nature of the subject. The theory, most prevalent among teachers is that mathematics affords the best training for the reasoning powers, and this is its traditional form (Young, 1927:15).
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11355 |
| Date | 04 June 2014 |
| Creators | Manyatshe, Salome Makgoshi |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johaneburg |
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