Browsing by Author "Marais, Eugene Patrick."

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Exploring the integration of technology-based tools in intermediate mathematics classrooms.
(2019) Mlilo, Thobekile.; Naidoo, Jayaluxmi.; Marais, Eugene Patrick.
There is evidence that technology use in South Africa is increasing, furthermore its implementation supports teaching and learning of mathematics. However, teacher competence, lack of resources and other challenges limit the effective integration of technology-based tools in some schools. Due to underperformance of learners in mathematics, innovative teaching methods have been considered and introduced into mathematics classrooms. One of the innovative ways used in the schools is the integration of technology-based tools. The introduction of technology-based tools in mathematics classrooms has changed teaching and learning in various ways. These tools have changed how teachers prepare and deliver lessons and in the same way, changed how learners make sense of mathematical concepts. Research shows that technology-based tools have the potential to enhance teaching and learning of mathematics from primary schools through high schools. The purpose of this study was to explore integration of technology-based tools into Intermediate Phase mathematics classrooms. The study was carried out in one of the primary schools in Durban, KwaZulu-Natal in South Africa. A qualitative approach was adopted and informed by the interpretive paradigm. The data collection methods used included observation, questionnaires and interviews. Eight participants (teachers) took part in the study. The analysis of the data revealed that integration of technology-based tools in mathematics classrooms assists a learner to grasp mathematical concepts with ease, makes learning fun and can better the performance of learners in mathematics. Effective learning of mathematics takes place in relaxed environments where learner-centred teaching methods are employed.
Oor strategiee vir die verbetering van die onderrig en assessering van mondelinge vaardighede in Afrikaans tweede taal.
(2001) Marais, Eugene Patrick.; McDermott, Lydia E.
This article researches the attitude of learners to the oral activities in the Afrikaans Second Language classroom. The apparent discrepancy between learners' communicative competence and the oral year mark awarded by school-based educators is looked at. It seems as though neither educators nor learners participate very enthusiastically in oral activities in the classroom. Educators on the one hand appear to be preoccupied with assessment and the completion of a syllabus rather than with developing the communicative competence of learners. Learners on the other hand fear being censured and mocked by their peers and the assessment process most commonly used in the classroom compounds this anxiety. In Section 4 suggestions are made for reducing assessment anxiety so as to encourage learners to communicate spontaneously in Afrikaans. Learners of an additional language need to be provided with the opportunity to engage in oral activities that elicit the use of the target language in such a way that the learner's enthusiasm to participate neutralises the fear of using linguistic structures that they feel they have not yet mastered. OPSOMMING In hierdie artikel word leerders se houding !eenoor die mondelinge akliwiteite in die Afrikaans Tweede Taal klaskamer ondersoek. Die klaarblyklike wanverhouding lussen die leerders se kommunikaliewe vaardigheid en die mondeiinge jaarpunt wat deur onderwysers toegeken word, word ondersoek. Uit die studie blyk dit dat nog die leerders nog die onderwysers baie entoesiasties deelneem aan mondelinge aktiwiteite in die klaskamer. Die onderwysers blyk behep te wees met die insamel van punte en die voltooiing van leerplan items sonder om aandag te skenk aan die ontwikkeling van leerders se kommunikatiewe vaardighede. Die vrees wat leerders het vir die sensuur deur hulle portuurgroep, word versterk deur die evalueringsangs wat die assesseringsmetodes skep. Voorstelle word gemaak om leerders se kommunikasievrees en toelsangs te verminder om sodoende leerders aan te moedig om sponlaan in Afrikaans te kommunikeer. Leerders van 'n Tweede Taal moet die geleentheid gegun word vir mondelinge aktiwiteite wat taal-in-gebruik sal ontlok, waar die entoesiasme vir die taak die leerder sal laat vergeet van die taalkennis wat nog nie bemeester is nie en wat deur deelname aan die aktiwiteit ontdek word.
Using Afrocentrism to explore African values in selected short stories prescribed for grade 10 English First Additional Language learners in South Africa.
(2018) Dlamini, Thuthukani Siphamandla.; Marais, Eugene Patrick.
Literature and culture have an interlinked relationship, and therefore literature texts have a fundamental role to play in ensuring that these work harmoniously. If we agree that culture is the social programming of the mind, then literature as an educational tool should accommodate the majority of African learners in South African classrooms. To achieve this nationally aspired decolonised approach to education, centralising African Values in prescribed literature should be prioritised in South African classrooms. Therefore, this study aimed to explore the presence and representation of these African Values in prescribed literature, particularly short stories. The Afrocentric paradigm was used in this study with a qualitative approach. Two short stories were purposively sampled and selected on the basis of their affiliation to an African context and the authors’ Afrocentric background. The data from these short stories were generated using a Textual Analysis, with specific focus on the Short story’s Characterization, setting, plot and theme. Afrocentrism was also used as a conceptual underpinning for the study and a method to analyse the data. The analysis was completed using Reviere’s (2011) Afrocentric canons. The findings of the study revealed that African Values were consistently present in these Short stories and were represented in different components of the story. However, the study recommended that literature teachers and learners need to be actively conscious of the existence of these Afrocentric values and their purpose in literature analyse and the South African classroom.