Browsing by Author "Naidoo, Jayaluxmi."

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A comparative analysis of problem-solving procedures of a South Korean and a South African grade six mathematics textbook.
(2020) Moodley, Sathiaveni Duel.; Amin, Nyna.; Naidoo, Jayaluxmi.
Mathematical tasks play a critical role in the teaching and learning of mathematics. Textbooks have been valued as an important tool in the teaching-learning process of Mathematics. This study aimed to analyse how problem-solving procedures are represented in selected mathematics textbooks in South Korea and South Africa using a composite framework. In the past few decades, international comparative studies have transformed the way mathematics education is perceived and has provided insight for improving student learning in many ways. In this study, 6th Grade South Korean and South African mathematics textbooks were compared with textbook analysis frameworks and Polya’s 4-stage model being used to analyse data. The comparison involved textbook design features, and the criteria for their quality (visual design, nature of approach, cognitive demand, content, learning, teaching, structure, organisation, linguistics characteristics and internal organisation). The focus included the basic structure, curriculum weighting, colour-coding or use of colour, topic representation, introduction and conclusion of topics and non- textual representations. This study revealed similarities, such as the use of visuals, models, acting it out, guess and check and identify the pattern. The heuristics were present in both textbooks; however, the key difference being the South Korean textbook had been designed according to Polya’s 4 stagemodel, with several heuristics being integrated in the design process, which created a strong foundation in developing critical thinking skills. The more salient features of the South African textbook are key words, mathematic ideas and ‘did you know?’ information boxes which aid second language students in understanding mathematical concepts. This may account for the differences in the Trends in International Mathematics and Science Study (TIMSS) results of the two countries, with South Korea scoring 1st while South African had been placed 47th. The implementation of a model in the design process (e.g. Polya’s 4 stagemodel and heuristics) by curriculum developers and textbook authors will result in the improvement of the quality of mathematical results as problem-based learning improves academic performance. The enhancement of students’ attitude towards problem-solving and progress in mathematics results by including differentiated learning materials in the mathematics textbook. This will cater for their varying levels of ability and the development of critical thinking and cognitive domains of knowledge.
Comparing engineering lecturers and students’ explanations for performance in mathematics at a TVET College.
(2022) Linda, Fikile Cynthia.; Amin, Nyna; Naidoo, Jayaluxmi.
Various studies have reported numerous reasons on how mathematics performance among South African students is affected. This study aimed to explore the Engineering lecturers’ and students’ explanations for performance in mathematics at a TVET College. The Attribution theory (1958;1970) underpinned this study and was useful in interpreting and providing insight to the participants’ explanations on the reasons for poor performance in mathematics. The case study method was employed in a qualitative approach to gather data. Semi-structured interviews with four lecturers and four students on one campus from one of the TVET Colleges in the KwaZulu-Natal province were used to generate data. The data collected were analysed and discussed in the following themes: poor performance in mathematics, factors linked to poor performance, challenges in improving mathematics performance and improving students’ performance in mathematics. This study's findings revealed a lack of standardised admission criteria for students to study standardised subject content, reflecting significantly at the end of the year in the throughput rates and certification. This study also revealed that there is a need for the professional development of lecturers. The study recommends: proper screening at admission; TVET College, in collaboration with DHET, must review the recruitment policy to improve throughput rate; TVET colleges should organise periodical specialised training workshops to capacitate lecturers with mathematics content knowledge to improve student performance in mathematics.
Exploring foundation phase teachers' use of instructional strategies to teach data handling.
(2016) Mkhabela, Nokuphiwa Delisile.; Naidoo, Jayaluxmi.
Statistics plays a more prominent role within mathematics curricula globally it did a few years ago. Data handling is one of the sections in mathematics that is taught from the foundation phase up until the Further Education and Training (FET) phase. Data handling is considered as the easiest section, but the Annual National Assessment (ANA) (Department of Basic Education, 2012, 2014) reveals that learners are not performing well in it. This study therefore seeks to examine how data handling is taught in foundation phase classrooms. The purpose of this study was to explore foundation phase teachers’ use of instructional strategies to teach data handling. The theory of social constructivism informed this research study, which indicates the usefulness of this theoretical framework in collaboration and interaction while learners construct knowledge. Data on the instructional strategies used by foundation phase teachers to teach data handling were obtained using the case study approach. The analysis and the subsequent results were based largely on the participants’ responses to a teacher questionnaire, lesson observation transcripts and transcribed interviews with eight participants from seven different primary schools. The findings of this study were that the participants used different instructional strategies when teaching data handling and memorisation was the dominant strategy. The findings of this study may be of benefit to curriculum developers for professional development. This in turn may help learners to perform well in data handling; since data handling is part of mathematics, it may also improve results in this subject. If the results are improved then that may lead to economic growth of the country, because learners would be able to access those jobs that need mathematics skills. Since this research study focused on foundation phase, this study may be extended to instructional strategies used to teach data handling in other grades.
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 Grade 11 mathematics learners learning of trigonometric identities: a case study of one school in KwaZulu-Natal.
(2019) Khuzwayo, Nontobeko Zamanguni.; Naidoo, Jayaluxmi.
The purpose of this study was to explore the learning of trigonometric identities in grade 11 mathematics. The study sought to discover and understand the learning of trigonometric identities by grade 11 mathematics learners. This study was guided by qualitative methods, framed within the interpretive paradigm and employed case study methods. The study was underpinned by the principles of Kilpatrick’s strands of mathematical proficiency. In the study, ten grade 11 mathematics learners were purposively selected at a high school in the province of KwaZulu-Natal, South Africa. The study generated primary data through semi-structured interviews and an activity worksheet. In interpreting data that was collected, the researcher applied both inductive and deductive approaches to data analysis. Thematic data analyses methods were employed for analysing data. The findings in this case study indicated that learners had an understanding of the fundamental trigonometric identities, and were able to prove these identities making use of the unit circle. In addition, the results showed that learners experience challenges when they have to apply algebraic manipulations in the learning of trigonometric identities. The findings of this study were similar to other research studies regarding the learning of trigonometry and how learners experience difficulty in this topic. Hence, making use of the unit circle when trigonometric identities are introduced was seen as a tool to develop conceptual and procedural understanding of mathematical concepts. Also, the use of knowledge from other topics when teaching trigonometric identities was seen as crucial.
Exploring Grade 11 mathematics teachers’ pedagogical content knowledge when teaching Euclidean geometry in the Umlazi District.
(2019) Nojiyeza, Abednigo Sibusiso.; Naidoo, Jayaluxmi.
Teaching Euclidean geometry is a complex activity. From my personal teaching experiences, it appears that most grade 11 learners perform poorly in geometry, especially in Euclidean geometry. Challenges encountered by learners in learning Euclidean geometry affect their overall performance in mathematics. Often the mathematics teacher is regarded as the main contributing factor in mathematics learner performance. The knowledge that mathematics teachers possess and use in the classrooms when teaching Euclidean geometry is the instrument of change in learners’ learning. Since the process of learning Euclidean geometry is mainly influenced by the teacher, it is therefore important to understand how teachers explain or demonstrate ways of solving Euclidean geometry problems to learners to help them understand. This research study focused on exploring grade 11 in-service mathematics teachers’ pedagogical content knowledge when teaching Euclidean geometry. It was intended to investigate the methods used by mathematics teachers in teaching Euclidean geometry. This study used the van Hiele levels of geometrical thinking as a theoretical framework to understand and explore teachers’ pedagogical content knowledge of geometry. Purposive sampling was used to select three grade 11 mathematics educators from three conveniently sampled South African secondary schools within the Umlazi district in KwaZulu-Natal, South Africa. A qualitative research approach was used in this study. Data was collected through open and closed-ended questionnaires, semi-structured face-to-face interviews as well as lesson observations to gather descriptive data from the three participants, and it was coded with set categories. This research is important within the South African context where the teaching and learning of geometry, especially Euclidean geometry, is still a challenge. Euclidean geometry is still difficult for many teachers to teach and for many learners to learn. The findings of this study may be useful to all secondary school mathematics teachers in improving the teachers’ skill in teaching Euclidean geometry. This is because teachers would become aware about the factors that teaching methods can bring about, thus influencing learners’ participation in lessons to improve their performance.
Exploring grade eleven learners' views on using geometer's sketchpad for proofs in euclidean geometry.
(2016) Mbokazi, Nombulelo Thembile.; Naidoo, Jayaluxmi.
Curriculum planners in South Africa have reinstated geometry in the Curriculum and Assessment Policy Statement (CAPS) which had been relegated to the National Curriculum Statement (NCS). Euclidean Geometry has been taught again in South African schools from Grade 10 since 2012 and the first Matric Examination based on CAPS was written in 2014. This study reflects on research that has been conducted with Grade Eleven mathematics learners in one of the high schools in one of the townships in Durban in South Africa. It discusses the views of these learners on the use of the Geometer’s Sketchpad Program (GSP) on learning proofs using the Geometer’s Sketchpad Software in Euclidean Geometry. The research focused on exploring the concepts of the angle at the centre theorem using both the paper and pencil method and the Geometer’s Sketchpad Software. The current study’s objective was to explore how the Geometer’s Sketchpad Software can be used as an experimental tool to teach proofs as a means of verification and explanation. The study aimed to incorporate technology in mathematics teaching. The advantages and disadvantages of using Dynamic Geometry Software (DGS) for example the Geometer’s Sketchpad Software are discussed. Additionally, DGS in mathematics teaching, experimentation, functions of proof, Driscoll’s (2007) Habits of Mind (GHOM’s) and teachers’ professional development are discussed.
Exploring grade five learners’ perceptions on the use of technology when learning fractions in one grade five class in the iLembe District of Kwazulu-Natal, South Africa.
(2020) Hajaree, Shamilla.; Naidoo, Jayaluxmi.
Teaching and learning that incorporates the use of a digital device is becoming popular at institutions of learning all around the globe. This research study examined the perceptions of one class of Grade 5 learners on the use of technology when learning fractions in mathematics. The socio-constructivist theory was used as a framework to frame this study. The study employed the qualitative research approach so as to generate rich, descriptive data. The qualitative research approach was ideally suited to this research study, since the involvement and experiences of the participants formed the core structure of the research itself. Answers to the research questions, analysis of data and conclusions drawn at the end of the study were all constructed from the interpretations and experiences of the learners who participated in the study. By linking this study to the interpretive paradigm I was able to further probe into the perceptions of the participants by asking a series of questions based in a focus group interview schedule. From the focus group interviews and observations it became apparent that the use of technology had a positive impact on the learning of fractions. Learners seemed to be unanimous in their conclusion that the intervention of technology had prompted learners to become more interested in the task and their engagement in the activities was deeper, thus making fractions seem easier and more accessible. As we embrace the infiltration of the fourth industrial revolution, it is imperative that teaching styles at schools are transformed to incorporate an innovative, technological dimension to the learning process.
Exploring master teachers' use of visuals as tools in mathematical classrooms.
(2011) Naidoo, Jayaluxmi.; Mudaly, Vimolan.
The teaching and learning of mathematics has presented a great challenge for mathematics educationalists over many decades. Researchers have been searching for new strategies and techniques for improving the understanding of abstract mathematical concepts. With the current changes in the mathematics curriculum in South Africa, it is important to ensure that no learner is left behind in the pursuit to produce mathematically literate learners nationally. Teachers are encouraged to teach a common curriculum so that all learners have equal opportunities of attaining success in a democratic society in any chosen field. Some teachers achieve mathematical success easily while others struggle to achieve similar outcomes. Whilst we acknowledge that teachers ought to emulate the practices of other good teachers, we often do not seek explanations of what makes a teacher effective and how they achieve success in a classroom. As can be conceived, apart from probing teachers’ content knowledge, it is necessary to know how this knowledge can be used for optimal results in the course of teaching within the diverse South African classroom. In other words, it becomes necessary to interrogate the teacher’s pedagogical content knowledge because of the uniqueness of the South African context. It is for this reason that an in-depth study was done to explore Master teachers’ use of visuals as tools within mathematics classrooms. This study focused on six experienced mathematics teachers or Master mathematics teachers. These teachers were selected from six Dinaledi schools located in KwaZulu- Natal. The schools catered for learners from multicultural and multiracial backgrounds. Activity theory was used as a framework to locate the study. Each activity system was interrogated within an interpretivist paradigm. Data was collected using six methods and five research instruments.
Exploring pre-service teachers' knowledge of proof in geometry.
(2012) Ndlovu, Bongani Reginald.; Naidoo, Jayaluxmi.
Over the past years geometry has posed a challenge to most learners in South African schools. The Government, in particular the Department of Basic Education (DBE), have tried and are still trying to implement new innovations and strategies for teaching mathematics more effectively. South Africa has experienced many changes in mathematics curriculum with an aim of placing the country on an equal footing with countries globally. This study was conducted while there was the implementation of the new Curriculum and Assessment Policy Statement (CAPS), which reinstated the geometry section within the curriculum. Geometry was relegated to an optional paper in mathematics in 2006, 2007 and 2008 in Grades 10, 11 and 12 respectively. This study is framed within the theoretical framework lens of social constructivism and situated learning, and is located within the qualitative research paradigm. It takes the form of survey research in one of the universities in KwaZulu-Natal, South Africa. This university is referred to as the University of Hope (UOH) in this study to protect its identity. The main aim of this study was to explore the pre-service teachers' (PSTs) knowledge of proof in geometry. The study used qualitative analysis of data generated through a survey questionnaire, task-based worksheets and semi-structured interviews for both the focus group and individual interviews. In total 180 PSTs completed task-based worksheets. Within this group of 180 students, 47 were 4th year students, 93 were 3rd year and 40 were 2nd year students. After the analysis of a task-based worksheet, a total of 20 participants from the 3rd and 4th year were invited to participate in focus group interviews. The findings of the study exhibit that the PSTs have very little knowledge of proof in geometry. The study revealed that this lack of the knowledge stems from the knowledge proof in geometry the PSTs are exposed to at school level.
Exploring teachers’ use of visualisation tools when teaching Grade 9 problem-solving in mathematics. a case of Umlazi District Dinaledi schools in South Africa.
(2020) Shoba, Makhosazana Faith.; Naidoo, Jayaluxmi.
This study focused on exploring Grade 9 mathematics teachers’ use of visualisation tools when teaching problem-solving in their classrooms. This issue has been a challenge in South Africa, particularly in matric and grade 9 mathematics Annual National Assessment. The use of visualisation when teaching problem-solving in the mathematics classroom has been viewed as critical to learner’s performance, in response to the abstract nature of mathematics. However, problem-solving and the importance of the use of visualisation is emphasised in the Curriculum Assessment Policy Statement for the Senior Phase. Moreover, it is also included in every topic of the learners’ Grade 9 mathematics workbook for everyday classroom activities. Therefore, this study aimed to answer the questions of what visualisation tools teachers use and how they use these when teaching problem-solving. Lastly, why do they use them during their lesson in their classroom? Polya’s 4-step problem-solving and Activity theory was used as a theoretical framework for this study. A qualitative case study of two Dinaledi Comprehensive Technical High School in Umlazi District was conducted to explore the use of visual tools by five grade 9 mathematics teachers during their teaching of problem solving. Teacher’s questionnaire, classroom observations, and semi-structured interviews for teachers were used to generate data. The findings revealed that mathematics teachers do teach problem solving in their Grade 9 classrooms as stated by the policy document. However, the use of visualisation tools in the mathematics classroom seems to be infrequent. Therefore, the teachers highlighted the lack of resources and understanding of what problem-solving is, as a challenge to their use of visualisation tools. However, the study suggested that the department of Kwa-Zulu Natal education should provide in-service training for Grade 9 teachers on the effective use of visualisation tools when teaching problem-solving. It was also suggested that schools should provide resources that can enhance problem solving, and mathematically related resources for their mathematics lessons. It was further suggested t schools to have a mathematics classroom, which will provide a mathematics atmosphere with relevant mathematics resources for effective and efficient teaching and learning of mathematics.
Exploring the challenges experienced by Grade 8 learners when learning angles associated with parallel lines in geometry.
(2021) Dlamini, Xoliswa.; Naidoo, Jayaluxmi.
This research study explored challenges experienced by Grade 8 learners when learning angles associated with parallel lines in geometry. This research study was conducted in a school situated in the city of Pietermaritzburg, KwaZulu-Natal, South Africa to understand factors that shape learner’s experiences towards learning angles associated with parallel lines in geometry. This research study was framed within the social constructivist theory which guided and examined the systematic explanation of the experiences of Grade 8 learners when learning angles associated with parallel lines in geometry, by following certain principles outlined by the social constructivist theory. This research study was situated within the interpretivist paradigm and focused on an explanatory qualitative case study to, explore learners’ experiences and get an in- depth understanding of the challenges they are experiencing when learning angles associated with parallel lines in geometry. This research study used inductive data analysis and evaluation process to sort data generated from the 36 purposely selected Grade 8 learners. The process of data analysis and evaluation was done through the use of Curriculum Assessment Policy Statements (CAPS document), questionnaire, worksheet and the semi-structured interview schedule. The findings of this research study confirmed that there are challenges experienced by 8 learners when learning angles associated with parallel lines in geometry. It was recommended that this research study be conducted at a larger number of diverse schools across the country, to explore more challenges experienced by Grade 8 learners when learning angles associated with parallel lines in geometry.
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.
Exploring the role of the Advanced Certificate in Education Mathematical Literacy programme in developing teacher knowledge of mathematical literacy teachers in Umgungundlovu District.
(2019) Mkhize, Thandazile Annamaria.; Naidoo, Jayaluxmi.; Bansilal, Sarah.
Learner performance in Mathematics has been a great challenge in South Africa. This has been due to inadequate teacher training and professional development of mathematics teachers during the apartheid era. The numbers of learners enrolling for mathematics decreases after grade 9 as many learners fail mathematics and as a result they cannot continue with the subject in grade 10. The Department of Education (DoE, 2003) decided to introduce the subject Mathematical Literacy (ML) in 2006. The challenge was that, the newly introduced subject ML was taught by teachers who specialised in other subjects, therefore there was a need to re-train them. The Advanced Certificate in Education Mathematical Literacy (ACEML) programme was introduced as a formal professional development initiative to re-train such teachers. This study examined the ACEML programme as a new initiative in enhancing professional development with regard to teacher knowledge of ML teachers. This study aimed to explore the extent to which the ACEML programme contributed to the development of teacher knowledge of ML teachers with regard to their content knowledge, pedagogical content knowledge and confidence. The study was located within the pragmatic paradigm and adopted a mixed method approach. The conceptual framework that underpinned this study was Shulman’s (1997) principles of teacher knowledge, and Ball, Hill and Schilling’s (2008) dimensions of teacher knowledge. Purposive sampling was used to select the participants to participate in this research study. The study was conducted in Umgungundlovu district, with teachers who teach ML and have completed the UKZN ACEML programme. Questionnaires and semi- structured interviews were used as data collection methods. Quantitative and qualitative data analysis was used in this study. The findings of this study revealed teachers’ content knowledge, PCK and confidence were developed as a result completing the ACEML programme. However, these ML teachers still require teacher support and assistance to teach some of the content topics in ML. Furthermore, ML teachers also engaged in collaborative teaching which enabled them to support each other. This study recommends that more professional development programmes which focus on the development of ML teachers’ content knowledge and pedagogical content knowledge need to be conducted. Secondly, ML teachers should attend more professional development workshops to collaborate in various teaching activities such as designing lesson plans, assessment tasks and sharing teaching strategies. Thirdly, the Department of Basic Education (DBE) should offer and fund more teacher development programmes. Thus, ongoing teacher professional development is necessary to maintain professionalism and enhance teacher knowledge of ML teachers.
Exploring the teaching of critical thinking skills to learners to promote mathematical literacy: a case of five schools in the Zaka District of Zimbabwe.
(2019) Makonye, Leah.; Naidoo, Jayaluxmi.
The present study explored the teaching of critical thinking skills to young learners in the 3-8-year age bracket during the teaching of mathematics teaching to enhance mathematical literacy in Zimbabwe. The impetus that led to this exploration was that mathematical literacy is not a standalone subject in Zimbabwe, but learners are expected to acquire critical thinking skills through the teaching of other subjects including mathematics. It was therefore important to the researcher to explore the teaching of critical thinking skills to young learners during mathematics teaching in the context of five primary schools conveniently sampled in Zaka District of Zimbabwe. The research study focused on finding out factors that are related to the development of critical thinking skills in young learners during the teaching of mathematics, how teachers facilitate the development of critical thinking skills in young learners during mathematics teaching and why there is a need to teach critical thinking skills to young learners during mathematics teaching. This study used a case study design embedded in qualitative approaches. Interviews, observations and document analysis in form of video records were used to generate data. Twenty-five teachers and all learners they teach (approximately 1500) participated in the study. It was established in the research study that culture was the major factor that negatively influenced the teaching of critical thinking skills to young learners. Some of the factors drawn from the study are chronological age, mental age, adult influence, socio-economic status of parents, emotional and intellectual support to the learner, and reinforcement of schoolwork, gender and age of the child. The research study also established that provision of teaching resources in terms of technological tools, learner activities; teacher activities and methodology in teaching were the basis for facilitating the development of critical thinking skills so as to promote mathematical literacy in learners. The research study further revealed that there was a need to teach critical thinking skills to enhance the following attributes in young learners: problem-solving, mental agility, lifelong learning, mathematical literacy, defining solutions to problems, and understanding of concepts, distinguishing by associating what they are learning to what they already know and independent thinking. Recommendations for future approaches to facilitate the development of critical thinking skills to learners in the 3-8-year age range to promote mathematical literacy were made in the context of research findings from primary schools in Zaka District of Zimbabwe.
Exploring the teaching of statistics in grade 10.
(2016) Taylor, Romano Graham Stephen.; Naidoo, Jayaluxmi.
The purpose of the study was to explore the teaching of statistics at Grade 10 level. A convenient sample of seven Grade 10 mathematics teachers participated in the study. The Department of Basic Education (DBE) has tried and is still trying to implement innovations and strategies for teaching mathematics more effectively. The South African education sector has experienced many changes in the mathematics curriculum with the aim of placing the country on an equal footing globally. Teachers are guided to teach a common curriculum so that all learners have equal understanding and opportunities in achieving success in any chosen field beyond schooling. This study was conducted while the new Curriculum and Assessment Policy Statement (CAPS) was already in place. This study was guided by a qualitative method within an interpretive paradigm. The data was collected from the teachers via a teacher questionnaire, classroom observation schedule and semi- structured interviews. The validity and reliability of all these instruments was established. Teacher interviews were transcribed and classified according to themes. Classroom observations were analysed by using themes and checking for similarities and differences. The findings suggest that teachers used innovative teaching methods irrespective of the teaching context. These methods were used to reiterate the content and concepts used in the teaching process. The results of the study found that the possible ways to improve the teaching of statistics in Grade 10 are: teachers should receive support from their schools/districts to attend in-service education and training programmes, textbooks should be well structured and contain all the information necessary to teach statistics and in-service teacher programmes should meet the needs of teachers by offering content knowledge and longer in- service programmes on the topic of statistics.
Exploring the use of technology-based teaching methods when teaching shape and space in grade 10 Mathematical Literacy.
(2021) Hansraj, Sharda.; Naidoo, Jayaluxmi.
It is increasingly essential to the South African education system that effective curriculum delivery is intensified. The integration of technology in the teaching and learning process has become increasingly important in view of the advent and accessibility of technology in the school milieu. The South African government has embarked on the rollout of the Fourth Industrial Revolution to align the country to the technological advancements that occur internationally. This study explored how technology-based teaching and learning impacted grade 10 Mathematical Literacy learners whilst teaching shape and space in a suburban public school. The recent changes in the mathematics curriculum in South Africa is an important endeavour by the Department of Basic Education to ensure that no learner is left behind in the quest to produce mathematically literate learners countrywide. Mathematical Literacy was introduced as a subject in South Africa in 2006 at grade 10 level. Technical Mathematics was introduced at grade 10 level in 2016.The rationale to such inclusions in the curriculum was that mathematical skills become available to all learners. The challenges experienced in the Mathematical Literacy classroom resulted in the quality of the Mathematical Literacy passes declining instead of improving. The exploratory nature of this research study is informed by strategies recommended by educational researchers and literature on the use of technology in teaching and learning. The intention of this study was to explore what technology is being used currently in a Mathematical Literacy classroom and whether the use of technology based teaching methods when teaching shape and space in a grade 10 Mathematical Literacy class has an impact on the learning process. Activity Theory was used as the framework in which the study was located. All activities were interrogated within the interpretive paradigm. The interpretative study engaged with a mixed-method approach to generate data. Qualitative and quantitative methods were used to collate and analyse the data collected. The data generation tools consisted of two sets of questionnaires, focus group interviews, a pre and post-task and reflections sheets. All the data were aggregated and then analysed thematically. A key finding to this research study is that technology-based teaching and learning did indeed impact the teaching and learning process positively. The learners’ ability to consolidate their understanding of the concepts taught on shape and space, which were taught using the YouTube videos, Powerpoint presentations and worksheets, helped to improve learner performance when they handled the tasks covering shape and space. The technological tools utilised in the delivery of the lessons were a computer, a white board, a data projector and the internet facilities. The study offers suggestions on how technology can be integrated with the teaching and learning process to meet the needs of the millennial learner especially when teaching concepts such as shape and space in Mathematical Literacy. It recommends that teacher retraining and reskilling is imperative to equip teachers to integrate the use of technology effectively in the classroom situation. Teaching methods and techniques need to be refreshed and aligned to the dynamic nature of curricula and the context in which the school finds itself. The findings of the study showed that although technology is available at this public high school, it is currently not being adequately integrated in the classroom. Although the small sample used in this research prevents the study’s results from being generalized, these findings may influence the education sector particularly curriculum managers responsible for teacher development. A veiled finding is this study suggests that a school cannot function in isolation and that it needs the support and the collegiality of all government departments and the support of communities in order to function effectively and efficiently. This exploratory study concludes with recommendations for further research.
Exploring the use of the ibox when teaching mathematics in selected KwaZulu-Natal secondary schools.
(2016) Mthembu, Sibongile Tsepiso.; Naidoo, Jayaluxmi.
Globally the use of technology is changing the face of the classroom. However, in South Africa, with the large numbers of schools with poor infrastructure, the technology that can be used in most schools is limited. In a bid to increase the technological resources available to disadvantaged schools, the Department of Basic Education (DBE) has introduced the iBox multimedia device. The iBox is a portable and durable technological tool that incorporates a laptop, a projector, built-in speakers and a hand-held interactive whiteboard. The purpose of this study was to explore the ways in which secondary school mathematics teachers from one district in KwaZulu-Natal (KZN) incorporated the iBox into their lessons. The 35 teachers were selected from nine previously disadvantaged high schools. This purposive sampling was for the schools which were provided with the iBox. The data collection methods included a questionnaire, observations and semi-structured interviews. The study focused on three case studies of three mathematics teachers from three different schools. The study is qualitative and was informed by the interpretive paradigm. The narrative report that was gathered from the data collection was observed with various limitations and shortcomings of the context of previously disadvantaged schools. The study took these into consideration. The use of the iBox multimedia device was used up against traditional instructional methods by the participants. The outcomes conclude that this multimedia device has a potential of being an integral part in mathematics education, as long as comprehensive classroom support is provided.
Exploring the use of Whatsapp instant messaging as a platform for pre-service teachers' learning of mathematics: a mixed methods approach.
(2016) Kopung, Kabelo Joseph.; Naidoo, Jayaluxmi.; Paideya, Vinodhani.
The issue that this study addresses is pre-service teachers who enter mathematics teacher training programmes with an inadequate knowledge of mathematics. Yet, very often in teacher training institutions more emphasis is placed on pedagogical knowledge at the expense of subject matter knowledge. Consequently, pre-service mathematics teachers exit their teacher training programmes with the same subject matter knowledge as when they first entered. Arising out of this is a severe lack of competence in mathematics that results in poor attainment among South African students, as indicated by both national and international assessment reports. However, it is not clear how mathematics programmes at teacher training institutions address this dilemma. To address this problem, the purpose of this study was to utilise a mixed methods research approach to explore the use of WhatsApp instant messaging as a platform for pre-service teachers’ learning of mathematics. To gather data for the quantitative phase of the study, mathematics proficiency questionnaires were given to 93 pre-service teachers. To gather the qualitative data, observations were undertaken of mathematics interactions between preservice teachers and the tutor through the medium of WhatsApp instant messaging. In addition to observations, semi-structured interviews were conducted with six purposefully selected pre-service teachers. Quantitative data were analysed using statistical tests (t-test), measures of central tendency (means and modes only) and variability (standard deviation, and ranges). The analysis of data revealed a highly significant difference between the post-intervention Mathematics Proficiency Questionnaire (MPQ) scores of the experimental group and those of the control group. The statistical analysis also revealed that the experimental group showed statistically significant higher gains in pre-intervention MPQ as compared to post-intervention MPQ. Observations of mathematics interactions on WhatsApp instant messaging (WIM) were analysed using Russell and Schneiderheinze’s Cultural-Historical Activity Theory (CHAT) analytical framework while interview transcripts from pre-service teachers were analysed using a narrative analytic framework. These data led to the following themes: peer collaborative mathematics learning, ubiquitous mathematics learning, synchronous and asynchronous mathematics learning and anonymous mathematics learning.
Exploring the views of TVET lecturers on the implementation of the NCV curriculum.
(2017) Lutaaya, Jackson.; Naidoo, Jayaluxmi.
This qualitative study explores the views of TVET college lecturers on the implementation of the National Certificate Vocational (NCV). The research further aims at finding out how do lecturers implement the NCV curriculum and why do they implement it the way they do. The study will discover the different ways in which TVET college lecturers experience and understand the NCV curriculum they implement as well as the ways lecturers view, perceive them in consideration to the skills attached to them. The purpose is to study the various aspects that describe the NCV curriculum. The study analyses the structure for the NCV curriculum, the assessment criteria and the whole implementation aspect in terms of lecturers’ opinions, delivery of the NCV curriculum and the explanation for their approach. The study will view the circumstances surrounding the TVET colleges and the NCV curriculum in particular, considering legislation and policies as well as the nature of the lecturers and the NCV students. Data gathered from three selected TVET colleges in Northern KwaZulu-Natal Province indicated that most NCV lecturers believe that the vision for the NCV curriculum is good but the manner in which it is implemented leaves a lot to be desired. Data indicated that guidelines and policies from the Department of Higher Education and Training (DHET) dictate the manner in which the NCV curriculum is implemented. Lack of required competencies by the NCV lecturers, inadequate infrastructural provision and development in TVET colleges, lecturers’ support, poor assessment and enrolment criterion among others were indicated as important issues to be addressed. Lastly, the study makes conclusions for effective implementation of the NCV curriculum.