Magister Educationis - MEd (Mathematics and Science Education)http://hdl.handle.net/11394/31142024-03-28T20:03:54Z2024-03-28T20:03:54ZExploring shifts in teachers’ perspectives of reflection in a context of CPD using video-stimulated recallSlamdien, Yasserhttp://hdl.handle.net/11394/104932023-08-16T00:01:36Z2023-01-01T00:00:00ZExploring shifts in teachers’ perspectives of reflection in a context of CPD using video-stimulated recall
Slamdien, Yasser
Reflective practice is understood as being a vital part of professional development and is seen as a necessary skill in mathematics teaching. The poor mathematics results in South Africa can be addressed by supporting mathematics teachers to reflect more effectively. This study focused on how exposure to Video Stimulated Recall (VSR) affected mathematics teachers' perspectives of reflection and their practice, and to what extent teachers developed, after exposure to VSR. The aim was to gain a better understanding of how teachers reflect and develop through reflection. The research question which guided the study was: How, and to what extent, does the exposure to VSR affect the mathematics teachers’ perspective of reflection? The sub-questions which accompanied this question were: 1. How, and to what extent, did the exposure of mathematics teachers to VSR, shift their perspective of their own practice? 2. How, and to what extent, did the mathematics teachers develop through their exposure to VSR as a reflective tool? The study was conducted in two public primary schools in the Western Cape and focused on two mathematics teachers from each school.
Magister Educationis - MEd
2023-01-01T00:00:00ZProblem-solving in geometry in collaborative small group Settings: how learner’s appropriate mathematical tools while working in small groups.Cooper, Phttp://hdl.handle.net/11394/101132023-06-14T00:02:09Z2011-01-01T00:00:00ZProblem-solving in geometry in collaborative small group Settings: how learner’s appropriate mathematical tools while working in small groups.
Cooper, P
Problem-solving in Mathematics is an important skill. The poor perforrnance of South
African learners in international tests such as the Trends in Intemational Mathematics and
Science Study (TIMSS) and in schools in general indicates that emphasis should be placed on
problem-solving in the teaching and leaming of Mathematics. The new national senior
certificate curriculum in South Africa encourages Soup work amongst learners. The thesis
proposes that learning is enhanced in a small-goup setting, since learners actively engage
with the problems. Furthermore, Euclidean Geometry is perceived by learners to be a
'diffrcult' section of Mathematics. However, Geometry is important since the skills acquired
while doing Geometry can be applied to various fields of study.
Doctor Educationis
2011-01-01T00:00:00ZA comparison between the contexts grades 10 learners prefer for mathematical literacy and those reflected in the PISA surveyHartzenberg, Louis Reginaldhttp://hdl.handle.net/11394/100622023-05-26T00:02:17Z2008-01-01T00:00:00ZA comparison between the contexts grades 10 learners prefer for mathematical literacy and those reflected in the PISA survey
Hartzenberg, Louis Reginald
The study focuses on the contexts grade 10 learners prefer to deal with in Mathematical Literacy. These preferred contexts of the leamers were then compared with the contextual situations found in the Organization for Economic Cooperation and Development's (0ECD) Programme for International Student Assessment (PISA). The most important findings of the study are that the grade l0 leamers from low socioeconomic environments regard the intra-mathematical clusters as the most favoured items. In the extra-mathematical cluster learners favoured technology and health. PISA designers favoured the mathematical cluster followed by physical science and the finance cluster. The context preferred by learners may differ from what designers of tests may perceive to be relevant or interesting and vice versa.
Magister Educationis - MEd
2008-01-01T00:00:00ZEffects of a mathematics teaching strategy based on distributed interleaved practice on procedural and conceptual knowledgeCarelse, Cindyhttp://hdl.handle.net/11394/99972023-05-17T00:02:22Z2022-01-01T00:00:00ZEffects of a mathematics teaching strategy based on distributed interleaved practice on procedural and conceptual knowledge
Carelse, Cindy
This study investigated the effects a teaching strategy based on interleaved distributed practice had on learners in three grade 6 classes’ procedural and conceptual knowledge within a, previously disadvantaged, Cape Town Primary School. An inference one can draw from the pace setters of the South African Curriculum (CAPS) is that mass practice is the suggested practice type. Mass practice is a teaching strategy where learners would practice problems requiring one or more specific skill(s) immediately after the presented lesson on that skill(s). The aforementioned practice allowed learners to predict the type of problems they would encounter in these activities. The interleaved distributed practice presents an alternative teaching strategy to massed practice.
Magister Educationis - MEd
2022-01-01T00:00:00Z