Browsing by Author "Dowlath, Eshara."

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Exploring grade 11 learners’ use of the geogebra programme when learning euclidean geometry.
(2018) Godebo, Gezahegn Haile.; Naidoo, Jayaluxmi.; Dowlath, Eshara.
The GeoGebra programme is a free computer application programme that provides an algebra view, Geometry view, spreadsheet view and an input bar. This study explored how the GeoGebra programme contributed to learners’ learning and understanding of Euclidean Geometry. The research focused on participants’ experiences as they used the GeoGebra programme to support their understanding of Euclidean Geometry. It highlighted learners’ perspectives on the role of the GeoGebra programme in supporting an exploration of Euclidean Geometry in particular and mathematical ideas in general. The focus of the study was to explore the way in which the GeoGebra programme is used, as a learning tool and mediating artefact in the learning of Euclidean Geometry in Grade 11 Mathematics. This study also aimed to explore learners’ experiences and perceptions when the GeoGebra programme is used to support the learning of Grade 11 Euclidean Geometry. The main research questions that guided this study focused on how learners used the GeoGebra programme Euclidean Geometry to support their understanding and why the GeoGebra programme is used in the way that it is when learning Grade 11 Euclidean Geometry. The study is rooted within a Constructivist view of learning and mediated learning and the approach used is a case study. The research was carried out in a public school that involved 16 learners. Data was generated by using tasks, lesson observations and interviews. Based on a qualitative analysis of the data generated, the findings indicate that the introduction of the GeoGebra programme did have an influence on the learning practice in three dimensions, namely: (1) the GeoGebra programme provided a medium for visualisation that linked the development of mathematical ideas and concepts through computer-based learning, (2) the GeoGebra programme created an independent constructive learning environment and (3) the utilisation of the GeoGebra programme as a learning tool enhanced learners’ conceptual understanding of Euclidean Geometry understanding.
Exploring pre-service mathematics teachers' knowledge and use of mathematical modelling as a strategy for solving real-world problems.
(2008) Dowlath, Eshara.
Mathematical modelling is an area in mathematics education that has been much researched but conspicuously absent from the South African curriculum. The last few years have seen a move towards re-inclusion of mathematical modelling in the South African school curriculum. According to the National Curriculum Statement (2003a), “mathematical modelling provides learners with the means to analyse and describe their world mathematically, and so allows learners to deepen their understanding of Mathematics while adding to their mathematical tools for solving real-world problems”. The purpose of this study was to explore pre-service mathematics teachers’ conception of mathematical modelling and the different strategies that pre-service mathematics teachers use when solving real-world mathematics problems. This study further investigated pre-service mathematics teachers’ ability to facilitate the understanding of specific mathematical modelling problems. Twenty-one fourth year Further Education and Training students from the Faculty of Education, University of KwaZulu-Natal participated in this study. In order to obtain appropriate data to answer the research questions, the researcher designed three different research instruments. The open-ended questionnaire and the task-based questionnaire were administered to all the participants, whilst ten participants were chosen to be interviewed. The data that was collected was analysed qualitatively. The research findings emanating from this study suggested that pre-service mathematics teachers did not have a suitable working knowledge of mathematical modelling, but were nonetheless able to use their mathematical competencies to solve the three real-world problems that formed part of the task-based questionnaire. It was found that although the participants were aware of different strategies to solve these real-world mathematics problems, they choose to use the ones that they were most familiar with. It is hoped that this study would prompt more universities to include mathematical modelling courses in the curriculum for prospective mathematics teachers.