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Implementing an intentional teaching model to investigate grade 9 learners’ ways of working with rational algebraic fractions
(University of the Western Cape, 2019)
In South Africa it is widely known that most learners struggle with mathematics. The results for mathematics are poor. The department of basic education offers a number of intervention programmes to assist learners in ...
The effect of an argumentation-based instructional approach on Grade 3 learners' understanding of river pollution
(University of the Western Cape, 2012)
The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific ...
A case study of how learners apply a Grade 10 study skills module in a mathematics class
(University of the Western Cape, 2016)
A qualitative case study was used to investigate how learners apply a study skills guide during the teaching of mathematics content in a Grade 10 class. A great amount of research and money is continually spent focussing ...
Investigating the impact of an intervention programme in a Grade 11 mathematics class : a case study
(University of the Western Cape, 2015)
The general performance of learners in mathematics in most secondary schools in South Africa is not encouraging. Statistics reveal that there is a general poor performance in mathematics and related science subjects ...
Investigation of learners’ ways of working with algebraic graphs in high-stakes mathematics examinations
(University of the Western Cape, 2015-11)
Algebraic graphs are a difficult topic for most secondary school mathematics learners. My experience as a Mathematics teacher in the Further Education and Training Phase (FET) is that learners solve problems involving ...
Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership
(University of the Western Cape, 2015-11)
Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona, Kearney, & Burden, 2013). The ...
Effects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schools
(University of the Western Cape, 2015)
This study investigated 1) the conceptions on capacitors held by a group teachers in the Western Cape; 2) the effect of a dialogical argumentation instructional model on the teachers’ conceptions on the capacitor; and 3) ...
Effects of dialogical argumentation instruction on grade 10 learners’ understanding of concepts of chemical equations
(University of the Western Cape, 2014)
This study explored the dialogical argumentation instruction approach to determine whether it enhanced grade ten learners‟ understanding of the chemical equation concept. Toulmin‟s argumentation pattern and the contiguity ...
Exploring the effect of a Dialogical Argumentation Instructional Model in enhancing grade two learners' understanding of the day and night cycle
(University of the Western Cape, 2016)
Over the last 15 years the Department of Education has rolled out various projects in an attempt to improve Mathematics and Science results and to increase the amount of learners who exit their schooling with those subjects. ...
Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation
(University of the Western Cape, 2014)
This study involves a group of pre-service teachers who are specialising in Science and Mathematics education at a university in the Western Cape province of South Africa. The aim of the study was to investigate perceptions ...