Masters Degrees (Science and Technology Education)

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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.
Post-graduate physical science teachers' knowledge of and classroom practice in the nature of science in KwaZulu-Natal.
(2008) Naidoo, Kumarasen Kristnasamy.
The introduction of the new Physical Science curriculum in South Africa in 2006 has created challenges for physical science teachers and curriculum developers, including tertiary science educators. The curriculum recommends that the Nature of Science (NOS) has to be taught in an integrated manner in physical science lessons. In addition approximately one-third of all questions in class tests and examinations should be on NOS. Studies that were conducted nationally and internationally have shown that most science teachers‟ have inadequate views of NOS. This study, in particular, looks at post- graduate physical science teachers‟ knowledge and classroom practice of the Nature of Science in KwaZulu-Natal. Data was collected using a NOS questionnaire by a group of 38 FET physical science and life science teachers who had completed an honours module in NOS. Part of this module included the history and philosophy of science in classroom lessons, indigenous knowledge, and science and culture. Four physical science volunteers were then selected for in-depth classroom observations and interviews. This formed the main data for the study with fieldwork carried out in teachers‟ classrooms. Results indicated that postgraduate science teachers have an adequate understanding of NOS, mainly as a result of having completed modules covering NOS objectives, history of science and philosophy of science. Furthermore, evidence confirms that these teachers made positive attempts to plan and teach for the achievement of the NOS objectives during physical science class lessons and used materials and references from their post-graduate programmes.
The role of visual literacy on grade 11 learners' conceptual understanding of graphical functional relationships.
(2009) Rampersad, Rajesh.
This study intends to foreground visual literacy within the wider context of visualisation and visual thinking in mathematics teaching and learning. Visualisation in general has been receiving attention in mathematics education research. I distinguish visual literacy from visualisation by referring to visual literacy as the combination of visualisation and logical thought. Visual literacy emphasises construction of meaning through the process of decomposition, comprehension and analysis of visual representations. The section on functional relationships is located in the National Curriculum Statement (NCS) for mathematics in the Further Education and Training (FET) phase for Grades 10-12 (Department of Education, 2003). Graphical functional relationships, which form an integral part of functions and algebra in the FET phase for Grades 10-12, demand visual literacy, which includes graphical interpretation and comprehension skills. Therefore, the conceptual understanding associated with graphs is dependent on the way graphs are presented. This study examines learners‟ and educators‟ procedural and conceptual understanding of the graphs they sketch and interpret in the FET curriculum. The data analysis contributes towards the fast growing body of knowledge on visualisation in mathematics with the significant impact visual literacy has on the conceptual understanding of mathematical graphs. The analysis reveals that the overarching theoretical framework of constructivism embracing the Process-Object, Visualizer-Analyzer and Semiotic models are useful in illustrating and justifying the link between visual literacy and the conceptual understanding of learners. In examining the visual understanding of graphical representations of ten Grade 11 learners and the two mathematics educators that teach them, the data reveals that learners display a somewhat skewed understanding of the nature of the Cartesian plane, the characteristics of graphs, functional notation and graphical terminology. In fact their educators, in some instances, displayed similar understandings. Learners display procedural understanding of graphical representations to a large extent. The educators‟ visual understanding does suggest that learners‟ interpretation of graphs is in some way influenced by the way they teach. The overriding contribution of the research study is that visual literacy plays a significant role in the conceptual understanding of functional graphical relationships. The relationship between graphical representations and logical thought is central to visual literacy. Key concepts: visual literacy, conceptual understanding, graphical representations, visualisation, analytical thinking, constructivism, process-object, Visualizer / Analyzer, semiotics and vehicles of reasoning.
Science foundation students' experiences at a tertiary institution.
(2008) Keke, Bulelwa.; Stears, Michele.
Abstract not available.
A description of mathematical proficiency in number skills of grade ten learners in both the mathematics and mathematics literacy cohorts at a north Durban school.
(2008) Moodley, Vivendren Govindarajaloo.; Hobden, Sally Diane.
The main objective of this study was to determine the progress made in the development of mathematical proficiency, in the domain of number skills, by learners in the two cohorts (namely: Mathematics and Mathematical Literacy) during Grade ten. The research was conducted at Temple Valley Secondary School, which is situated at Verulam, north of Durban in KwaZulu-Natal. Furthermore, this research study was questionnaire-based employing basic descriptive statistics as well as qualitative analyses. Data was collected through numeracy (number) skill tests, a questionnaire and focus group interview responses of grade ten mathematics learners. A total of two skill tests were administered and 3 focused group interviews were conducted with six grade ten learners each. The first test and first attitudinal questionnaire was administered in May 2006 when learners had branched off into the two paths of mathematics. Thereafter, a second test and second attitudinal questionnaire was administered, during October 2006; when learners had completed most of the school year. The October-test was followed by the focus group interviews. A convenient sample was used in selecting the learners for this research study and a purposeful sampling technique was used for the focus group interviews. All grade ten learners at Temple Valley Secondary School were selected as the sample. The results showed that the mathematics learners slightly outperformed the mathematical literacy learners in the development of mathematical proficiency for number skills. The findings from this research could inform: Teachers of grade ten learners with an interest in improving the mathematical proficiency, in number skills, of learners and; curriculum developers and materials development specialists who prepare mathematical material for grade ten classrooms. The results showed that none of the grade ten learners, from either cohort, were mathematically proficient in May or October. From the study, it was noted that the female grade ten learners generally outperformed their male counterparts. The focus group interviews revealed that learners had a positive attitude to the learning of the subject mathematics, despite the poor test results of this study.
An investigation into learner perceptions of mathematics : a means to understanding the challenges of learning mathematics
(2007) Moodley, Mogasuri.
The purpose of this study was to investigate the experiences and perceptions that learners have in the maths class with the aim of determining learners’ attitude to maths. It also intended to identify and understand the challenges that maths learners face in the maths class. The findings from this investigation would be used in the development of strategies to (a) improve the attitude of learners in the maths class, (b) develop healthier self-efficacy beliefs in learners and (c) create a positive learning environment for maths learners. To this end, a poster activity and group interview were used as the data collection instruments for the qualitative part of the research. The poster activity entailed the development of a poster by learners in which they recorded information on their experiences and perceptions of maths. This highlighted emerging themes that were further explored in the group interview and used in the development of the questionnaire. A group interview was conducted with a select group of learners with the intention of confirming the themes that had emerged from the poster activity. The quantitative phase of the study included a questionnaire, the design of which was based on the findings from the poster activity and was administered to all grade eleven learners of maths in order to determine whether the findings from the poster activity were representative of all the grade eleven maths learners. These data collection instruments generated data that was used to answer the main research questions. Analysis and interpretation of the findings lead to the following conclusions being reached: (a) Learner attitude to maths is in part a product of the accumulated experiences and perceptions of learners in the maths class, (b) The teacher, peers and learners’ self-efficacy beliefs affect maths learning and (c) The learning environment is an important factor in maths learning. The final part of the write-up includes the implications that this research has for the practising maths teacher with suggestions for further research in the area of affect.
Perceptions of the notion of mathematical literacy as a competence and as a subject.
(2007) Madongo, Phineas Sponsor.; Hobden, Sally Diane.
Given the controversy surrounding the theoretical concept of mathematical literacy within mathematics education community around the world and, in particular, its introduction as a new subject of study in the South Africa’s FET curriculum as part of a social transformation process, it seemed necessary and appropriate that a study of this nature had to be undertaken. Thus the study explored perceptions of the notion of ‘mathematical literacy’ as a competence and as a subject of study. It focused on a group of first-year in-service teachers who were part-time students in the faculty of education at Edgewood Campus in the University of KwaZulu-Natal, as well as the documentary analysis of some of the South African curriculum policy documents. The guiding research questions for this study were: (a) what understandings or notions of mathematical literacy are evident in the South African curriculum documents? (b) What are mathematics educators’ perceptions of the competencies of a mathematically literate person? (c) What are their perceptions of, beliefs and views, and initial experiences about mathematical literacy as a subject of study? (d) How do these perceptions and/or understandings play out in the implementation of the new Mathematical Literacy curriculum? In an attempt to answer these questions, I began by, first, exploring the wider theoretical perspectives (both locally and internationally) in extant literature within the domain of mathematics education, and which underpins the debate about mathematical literacy and its related terms as well as informing the recent curriculum change, particularly in South Africa. In the process I discussed the different connotations that were used to describe mathematical literacy and its related terms, as well as the arguments in favour of and against its introduction as a subject of study. Secondly, I explored teachers’ understandings of the concept of mathematical literacy both as a competence and as a subject of study in relation to the NCS documents, as well as the problems associated with its implementation and the importance of understanding the interplay between content and context used for its development. It is argued, however, that re-framing of ‘mathematical literacy’ as a subject of study rather than a competence proves to be problematic in terms of the distinction that could be drawn between epistemology and pedagogy. Finally I have discussed the implications which the findings of this study have for policy and practice, and for further research. Data on the understandings and teachers’ perceptions about mathematical literacy as a competence and a subject of study were obtained using both qualitative and quantitative styles of research as a mixed-mode approach. The major findings of this study are that (1) teachers generally perceived mathematical literacy as a subject of study (2) the South African curriculum documents portray ML as a subject, and therefore framed as such; (3) teachers generally consider a person mathematically literate if that person could do basic arithmetical calculations in everyday life (4) from the international perspective, there are variations on the interpretation of ML, and finally (5) the study has revealed that teachers had difficulties pertaining to their own pedagogical content knowledge of the new subject. Based on these findings it can be concluded that there is need for a sustained monitoring of the implementation process, reviewing of policy documents, and professional development of teachers involved with the teaching of mathematical literacy.
A critical review of postgraduate environmental education research from selected South African universities, 1995-2004.
(2009) Madiya, Nomanesi.; Moletsane, Relebohile.; James, Angela Antoinette.
This study focuses on reviewing Environmental Education (EE) research that has been conducted by M. Ed and PhD postgraduates from selected South African universities during the period 1995 to 2004. This period 1995-2004 has been characterized by transformation, restructuring, and change in different educational areas of South Africa. This research is premised on the notion that such transformation, restructuring and change may have had an impact on research. The research questions were on the focus, methodologies and, gaps and silences in postgraduate Environmental Education research during the period 1995 to 2004. The study was informed by Homer-Dixon‘s (1994) theory of Resource Capture and Ecological Marginalisation which claims that environmental problems that exist in South Africa today emanated from apartheid and other marginalisation policies. Firstly, the study has argued that knowledge produced through postgraduate research can be useful in addressing these problems if it includes issues in all the environmental dimensions, biophysical, social, economic and political, as understood by O‘Donoghue (1995). Secondly, it further argued that the methodologies that are used to research on these issues can be useful in addressing these problems if they involve the participation of affected people so that they are empowered with appropriate attitudes, skills and knowledge to deal with these. Thirdly, the study argued that unless new knowledge is produced that will address issues of marginalisation as were created by the past, environmental problems experienced in South Africa will persist. Because of its reliance on documents as the source of data, I describe the design of this study as unobtrusive documentary small scale study. Masters and PhD theses and dissertations that were produced at the University of Johannesburg and Rhodes University during the period 1995-2004 were reviewed, using both quantitative and qualitative approaches. The study identified some gaps in the reviewed postgraduate Environmental Education research. For example, more focus on schooling issues resulted in the overlooking of problems that emanated from marginalisation in the contexts where the sampled institutions are located. Little was done to empower people with skills and knowledge that would be useful in addressing environmental problems. Keywords: Environmental Education research, Education for Sustainable Development, marginalisation, Transformation,
The integration of indigenous knowledge systems (IKS) in the teaching of conservation of biodiversity and natural resources : a critical case study of grade 10 life sciences educators in the Pinetown district.
(2009) Nnadozie, Ijeoma Jacinta.; Alant, Busisiwe Precious.
This is a qualitative case study which sought to explore the integration of indigenous knowledge systems (IKS) in the teaching of conservation of biodiversity and natural resources by Grade 10 Life Sciences Educators in the Pinetown district. The study was done in two parts. Part one explored the Grade 10 Life Sciences educators’ understanding of the integration of indigenous knowledge in Life Sciences and the extent to which the educators integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The data analysed was collected through questionnaires with open ended questions. Part two interrogated how the two educators who were purposively selected from part one of the study integrated indigenous knowledge in their teaching; as well as what informed the way they integrated indigenous knowledge in their teaching. The data analysed was collected through a pre-observation interview, a lesson observation and a post-observation interview with each of the two participants. The data was analysed within the conceptual framework of teachers as cultural brokers. The National Curriculum Statement (NCS) policy document for Life Sciences explains indigenous knowledge as another way of knowing and as an alternative way of explaining concepts that are usually explained using scientific knowledge. Hence it encourages the interaction of different ways of knowing in formal schooling. The analysis of part one of the study showed that 90% of the educators that participated in the study said that they integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The analysis of how the educators integrated indigenous knowledge in their teaching and what they did when they integrated indigenous knowledge showed that, even though the educators verbally asserted that they integrated indigenous knowledge in their teaching, there was in fact no evidence of a proper understanding and integration of indigenous knowledge in their teaching. Instead, the educators’ integration of indigenous knowledge point to the educators using indigenous knowledge to foster and strengthen the learning of scientific knowledge and to promote the interest of their learners in the learning of science knowledge. At the core of the educators’ integration of indigenous knowledge is their concern with their learners’ learning of scientific knowledge. In this regard, the educators couldn’t be seen to function as cultural brokers in helping learners move between their indigenous knowledge and the science knowledge of the concept of the conservation of biodiversity and natural resources. The analysis showed a limited understanding of the principles and ideas upon which indigenous knowledge can be integrated into the Life Sciences curriculum.
Readiness of learners to study space, shape and measurement in mathematical literacy : case studies at two Durban schools.
(2006) Pillay, Krubagaran Subramoney.; Hobden, Sally Diane.
This dissertation reports case studies conducted at two secondary schools in Durban. With the introduction of the Further Education and Training (FET) curriculum in 2006, learners who terminate their study of Mathematics at the end of grade nine will have to study Mathematical Literacy, an applications-based mathematics course. In South Africa the Mathematics results at the grade twelve exit examination are generally poor and learners are known to underachieve in the field of geometry. This study was aimed at determining the readiness of learners in studying geometry under the Learning Outcome, Space, Shape and Measurement in the Mathematical Literacy curriculum. Questionnaires were administered to grade nine learners who had elected not to study, or were excluded from studying, Mathematics from grade ten onwards. Data was sought to determine what factors influence the decision to discontinue mathematics, and to gauge attitudes to the study of mathematics. Learners were given a test to measure geometry skills and knowledge that they ought to have acquired by the end of the senior phase in geometry. Data was also obtained from focus group interviews with both of learners and educators. This study indicates that learners do not continue mathematics because of the difficulties they experience. Furthermore they do not have the requisite skills and knowledge in Space, Shape and Measurement to cope with the Mathematical Literacy curriculum. Nevertheless, the attitudes of learners to the study of this new subject are positive. It is suggested that educators need to conduct baseline assessments to determine learners' abilities so as to plan appropriate revision measures before continuing with the teaching of Mathematical Literacy.
A context-based problem solving approach in grade 8 natural sciences teaching and learning.
(2009) Khumalo, Leonora Thandeka Nontsikelelo.; Alant, Busisiwe Precious.
The demands of the new curriculum are such that problem solving is foregrounded as one of the core skills in the learning of the Natural Sciences. However teachers in general have difficulties in conceptualizing how this core skill should be incorporated into their everyday teaching of the Natural Sciences. Furthermore there seems to be some confusion in the literature on how the concept of problem solving should or ought to be understood. This is a qualitative case study to explore a grade 8 Natural Sciences educator who involves the learner's context when developing the curriculum, during teaching and learning and assessment. The educator allows the learners to use their context to negotiate during teaching and learning. The learners discuss the context-based activities in their groups and solve problems in their context, produce the portfolio boards by using the resources from their context and present their portfolio board to the class. The educator assesses the learners' activities in context and the portfolio boards. The educator and classroom activities are explored by using semi-structured interview as the main source of the data, unstructured interviews semi-structured obs~rvation schedule and classroom observation. The educator's understanding is explored by using a multifaceted methodology which targets the following key aspects namely, curriculum development, teaching and learning and assessment. In the activity theory the context is the unit of analysis. Activity theory is used as the lens and the conceptual framework in this study to understand how the educator develops the curriculum, teach learners Matter and Materials in their context and assess their context-based activities and the portfolio boards. The findings show that according to this educator he sees himself as the curriculum implementer rather than developer. The curriculum changes are at theoretical level rather than classroom level. Contextual teaching involves construction of knowledge from learners pre-knowledge and interests. Teaching within an Outcomes Based Education is transformative and educator as a mediator of learning. Problem solving needs more time but maximise non-routine thinking. Assessment is for learning, it is continuous and it contributes towards assessment for grading.
OBE in action.
(2000) James, Angela.; Vithal, Renuka.
Abstract not available.
A study of learners conceptual development in mathematics in a grade eight class using concept mapping.
(2009) Moodley, Urmilla.; Mudaly, Vimolan.
This study encompasses the use of concept maps to investigate learners' conceptual understanding of mathematics of a grade eight class in the predominantly Indian suburb of Shallcross. The grade eight learners that were the participants of this study were in the secondary school for the first time. They were in the middle of the Senior Phase within the General Education and Training Phase of their schooling career. This study is embedded in an action research methodology and is conducted from an interpretivist paradigm. Operating on a mixed methods theory, concept maps constructed by learners were analysed through the duration of the study. Towards the end of the study learners completed a questionnaire. Based on certain responses in the questionnaire and the analysis of the concept maps, six learners were then selected and interviewed to probe learners' conceptual understanding of concept maps. The results of the study reveal that most learners find concept maps enjoyable, fun and a creative way to learn mathematics. Further analysis of the questionnaire indicates that learners enjoy the social dynamics that group work provides and they found that working together also enhances their understanding. Further analysis of individual and group concept maps reveals that group work is effective in the use of concept mapping. The results of the study suggest that concept maps might be successfully used in assessing learners' declarative knowledge. An important implication of this study is that concept maps can be practically and effectively applied to a variety of outcomes within the constraints of the classroom.
An investigation of grade 9 learners educational conceptions in two secondary schools : a case study.
(2004) Makhathini, Thamsanqa Emmanuel.; Brijlall, Deonarain.
This research considers specific strategies that would enhance teaching and learning of fractional concepts in mathematics at a secondary school. The notion of the Zone of Proximal Development (ZPD) ~ Vygotskian view, is invoked as one of the fundamental frameworks for explaining fractional knowledge. This view is contested on the bases of that "human thinking is inherently social in its origin" (Goos, 2004: 259). Another theory that bears testimony to mathematics education especially abstract concepts like fractions is that of constructivism, drawn from the works of, Lave (1996), Steffe (1990) and others. Learners' informal knowledge is investigated for the purposes of highlighting what learners know and can do. Therefore, the study examined the development of learners' understanding of fractions during instruction with respect to the ways their prior knowledge of whole numbers influenced the meanings and representations they construct for fractions as they build on their informal knowledge. There were 30 participants (15 School A and 15 from School B) that were engaged in worksheets. Thereafter, 6 cases of the participants were carefully selected for clinical interview purposes. The overall methodology of this study is participatory action research (Kemmis & Mctaggart, 2000).
Current difficulties experienced by grade 10 mathematics educators after the implementation of the new curriculum in grade 9.
(2005) Malinga, Mxoleleni Alfred.; Mudaly, Vimolan.
The purpose of this study was to establish current difficulties experienced by grade 10 mathematics educators after the implementation of the new curriculum in grade 9 (Senior Phase). Qualitative approach, using questionnaires' as a research tool was employed. The study was conducted from twenty grade 10-mathematics educators in a variety of schools. The questions were based on the current difficulties that educators were experiencing in grade 10 after the new curriculum was implemented in grade 9 in 2002. The research study was undertaken in different schools with different backgrounds in one District; UMgungundlovu of the Kwazulu - Natal Department of Education. These educators were from schools with the following backgrounds: • Rural schools • Township schools • Former White schools • Former Indians/ Coloureds schools The findings of the study are presented and these are interpreted and discussed under two categories: these being the kinds of difficulties enunciated by grade 10 mathematics educators and the researcher's comments on the findings. The Key Findings of this research study are the following: Grade 10 Mathematics educators complained that they have problems in teaching mathematics in grade 10 learners because: • Methods used in grade 9 are totally different from those they are using in grade 10. • There is no linkage between grade 9 and grade 10-mathematics syllabus. • Educators' lack training and teaching in outcomes - based approaches. • The new curriculum does not prepare learners to do pure mathematics in grade 10. • Learners cannot even work independently, only rely on the constant guidance from the educators and other members of the group. • Learners find it difficult doing individual work and completing homework and other class work. • Many learners drop out in mathematics classes and others even become worst in mathematics. The examinations or assessment (eTAs) which is an exit point from grade 9 to grade 10 have no value for the type of mathematics that is done in grade 10. • Textbooks used in grade 9 have lots of activities and lots and lots of stories and less mathematics. • Textbooks used in grades 8 and 9 are of poor quality and exercises are of pathetic quality. • Educators in grade 10 have to teach grades 8 and 9 work because it was not taught. • No clear focus on content part in grade 9, which form the basics of grade 10 mathematics. • The new curriculum in grade 9 gives emphasis to very few topics. • The level of mathematics that learners are exposed to, in grade 9 is far lower than the one they encounter in grade 10. • No support from parents in terms of doing homework. Finally, the recommendations are made for addressing the difficulties that are experienced by these educators as well as suggestions for further study.
Instructional appproaches in the teaching of Euclidean Geometry in grade 11.
(2007) Mthembu, Sibusiso Goodenough.; Brijlall, Deonarain.
The main focus of the research was to find out the causes of a poor performance in euclidean geometry especially in a grade eleven class. An easier way to find that information was to investigate the techniques that educators who are teaching grade eleven are following when they teach euclidean geometry. The necessary data was therefore collected from the educators as well as learners who were in grade eleven. This study is guided by the constructivist's VIew. The theoretical framework of this research is based on the ideas of theorists like Piaget, Vygotsky and other authors who conform to constructivism. Changes that affected the education system of South Africa due to the adoption of the new constitution were also visited. A shift from the traditional way of teaching and an Outcomes Based Education system, as a recommendation by the National Curriculum Statement was highlighted. The data was collected through both interviews and questionnaires. The semi-structured interviews of three educators from three participating schools were audio taped. In each school one educator was interviewed and six learners were given questionnaires to answer. The above gave a total of eighteen learners and three educators. Written responses from learners and audio taped responses from educators were kept and analyzed. The interview was focused on the techniques that educators employ in their teaching of euclidean geometry in grade eleven. The questionnaires administered to learners were aimed at confirming the responses from the educators. It is envisaged that the educators participated in the study can provide enough information which can assist in correcting the teaching approach in euc1idean geometry. The findings show that the conditions under which educators teach contribute to their methods of teaching euclidean geometry. The testing system and the focus on better results by the education department proved to be the main determining factors of the methods that educators resort to when they teach learners. It also came up from this study that some learners do not take mathematics out of their will. Their parents or the school forces them to take mathematics. Those who like to take mathematics are constantly discouraged by comments of educators who deem mathematics as a subject responsible for bringing down the pass rate of the school. The above diminishes the love of mathematics to learners and euclidean geometry becomes the section that suffers the most. Suggestions and recommendations aimed at improving the teaching and learning of the euclidean geometry have been made.
The role of practical work in learning the division of fractions by grade 7 learners in two primary schools in Mpumalanga ward of Hammarsdale circuit in Kwazulu-Natal.
(2005) Molebale, J. J. L.; Maharaj, A.; Brijlall, Deonarain.
The researcher's personal conviction that major problems in the teaching of mathematics are inherited from elementary levels inspired the investigation of the contribution of practical work in the teaching of fraction division in grade seven. The all encompassing approach of the study dictated the involvement of teachers and learners as participants. Teachers' perceptions of practical work and their classroom practices were investigated to confirm or refute existing assumptions and literature claims. Questionnaires in which teachers expressed their views on practical work and fraction teaching were administered to teachers. Lessons on the division of fractions were observed to determine teachers' practices in relation to the researcher's assumptions and claims by literature. Data yielded by these research instruments confirmed or refuted assumptions and literature claims. Learners underwent an experiment and their views were sought to establish the value of practical work in the teaching of fractions and fraction division. Instruments used for the experiment were the pre-test, post-test and worksheets. Data from these instruments gave an indication of the value of practical work in enhancing learners' understanding of fraction division. Learners' responses to interview questions further elucidated and confirmed the valuable role played by practical work in learners ' understanding of fraction division. Learners' responses also provided deeper insight into facets of learners ' cognitive development as they engaged with different aspects of practical work in the division of fractions . Besides confirmation and refutation of some established assumptions and literature claims, previously unknown realities about aspects of practical work and fraction division also emerged from findings. This wealth of the data carried crucial implications for teacher training, the teaching of fractions and fraction division, and further research. A look at these implications hopes to contribute to the enhancement and improvement of the teaching of fractions and fraction division. Teacher training institutions, designers of INSET programmes, policy makers and teachers should all benefit from findings of this study.
A case study of science student teachers' experiences of teaching practices in the faculty of education of University of KwaZulu-Natal in 2005.
(2006) Mugabo, Rugema Leon.; Hobden, Paul Anthony.; Rosenberg, Thelma.
The study aimed at exploring science student teachers' experiences of teaching practice and in particular, it focussed on five areas related to: (a) the science student teachers' practices and views ofteaching practice; (b) the science student teachers' benefits and skills acquired from teaching practice; (c) the help and support they receive from both the supervisors and the mentor teachers and; (e) the science student teachers' views of how the teaching practice could be improved. A pragmatic, mixed method approach to research was adopted. In order to gather data to answer the research questions empirical research in the form of a descriptive case study was carried out. This case study was conducted on the science teachers' experience of teaching practice for the academic year of2005. Data were collected from participants in the teaching practice programme at Edgewood campus using a questionnaire supplemented by interviews, observations and documents analysis. Sixty science student teachers doing Bachelor of Education 2nd , 3rd and 4th year and the Postgraduate Certificate in Education, completed and returned the questionnaire and seven of them were interviewed. In addition, four mentor teachers and five university tutors were also interviewed and twelve students were visited in their host schools. Among others it was found that: student teachers reported that they felt adequately prepared for the range of activities they were involved in during teaching practice, their expectations of practice teaching were met, and they had a positive view about the general learning and administrative environment ofthe schools. They reported using a number of different teaching methods but the direct teaching method was still predominant with the textbook being used as the main teaching resource but a positive indication was that over half the students indicated that they attempted something different or new during teaching practice mostly on their own initiative. When asked for detail about the skills they gained from teaching practice they reported benefits in terms of improved teaching techniques and methods, dealing with learners and classroom management. There was no one single benefit that stood out but rather a number of different benefits for different students. Generally females were more positive than males, there were very few differences between the year groups and the mentor teachers were seen to be more supportive than the university tutors. However, there were a small but significant number of students who indicated having not been supported or having gained any benefit from their mentor teachers or university tutors. This study also revealed that the critical triangular working partnership involving student teacher, university supervisor, and mentor teacher was problematic and needed to be reviewed. When asked to make suggestions for change, a number of recommendations were made such as: the teaching practice was too short and needed to be increased; the organisation of teaching practice needed to be improved and; the schools need to give better status to students on teaching practice. However, when asked to rate their overall experience of teaching practice experience almost three quarters of the students indicated that they had at least a satisfactory experience.
An investigation into learner understanding of the properties of selected quadrilaterals using manipulatives in a grade eight mathematics class.
(2006) Singh, Rakesh Issardeo.
Benchara Blandford as quoted in Griffiths & Howson (1974) has provided the researcher with the inspiration to seek new methods of trying to improve the teaching and learning of geometry: "To me it appears a radically vicious method, certainly in geometry, if not in other subjects, to supply a child with ready-made definitions, to be subsequently memorized after being more or less carefully explained. To do this is surely to throwaway deliberately one of the most valuable agents of intellectual discipline. The evolving of a workable definition by the child's own activity stimulated by appropriate questions is both interesting and highly educational". Freudenthal (1973), who states that "the child should not be deprived of this privilege", further echoes this thinking. Recent literature on mathematics education, more especially on the teaching and learning of geometry, indicates a dire need for further investigations into the possibility of devising new strategies, or even improving present methods, in order to curb the problems that most learners have in geometry. It would seem that most educators and textbooks eschew the use of concrete manipulatives to teach important geometrical concepts, as they feel it is time-consuming and unnecessary since it creates noisier classrooms. In some cases, the educators have not been trained in the use of these manipulatives. This study intends highlighting the many uses that tangrams (a Chinese puzzle) have in enhancing learners' understanding of the properties of the square and rectangle, including the properties of their diagonals. The researcher also intends showing that the tangram pieces are an important cog in the wheel that keeps the geometry thinking and reasoning process ticking. The days of "kill and drill" are over because the tangram will soon become an interesting and stimulating manipulative that can effectively be used to teach important geometrical concepts and definitions. Not only will learners find it fun to work with, but it will also provide an alternate means of learning since it is not monotonous. It will create an environment which learners will find relaxing and enjoyable to work in, and consequently, promote collaborative learning. The tangram can be used as an important assessment tool; however, this investigation goes beyond the scope and intention of this study. Several useful implications have evolved from this study which may influence both the teaching and learning of geometry in school. Perhaps the suggestions made may be useful not only to educators, but to important stakeholders in policy-making as well. If these ideas can be incorporated in drafting the geometry curriculum, I am sure geometry will not be regarded as the stumbling block for many aspiring mathematics learners who are striving for an "A" symbol in the mathematics examination. The researcher has used action research and a task-based interview process with ten grade 8 learners to show that the use of manipulatives, namely tangrams, has been effective in enhancing learners understanding of the properties of the square and rectangle. In addition, tangrams can go a long way in helping learners achieve van Hiele level 3. The learners interviewed were able to develop a good understanding of the properties of the square and rectangle resulting in remarkable improved pre-test scores. Furthermore, the investigation reaffirmed the practice that learners can be effectively taught from the general to the more specific, enabling them to develop a better understanding of concepts being taught.
A case study of the relationship between students' home backgrounds and their mathematics performance.
(2006) Salakoff, Barak Tom.; Vithal, Renuka.
This is an investigation explaining the relationship between the home environment and mathematics performance of 12 grade eight students from a high school in Durban, South Africa. One of the data collection methods was a 25-question test, based on the TIMSS test, namely a TIMSS equivalent mathematics test. The test was analysed and its relation to the South African syllabus, the students' familiarity with the type of questions and the multiple-choice mode of answer used in the TIMSS study, was investigated. The test scores were also used to identify high performing and low performing students to be interviewed about their mathematical, personal and home backgrounds. A student questionnaire was administered to these selected students as a basis for the interviews. An in depth one on one interview and records of the students' achievements in grade 7 and grade 8 in languages and mathematics, as well as school family records were used for the analysis. The life stories of the six high performing and six low performing students were then constructed and analysed with respect to: their achievements in mathematics and language; their home backgrounds; how their mathematics performance is affected by their home environments; and the effect of parental involvement in their lives. Finally research findings from the interviews on the home lives and experiences of the 12 grade 8 students from a high school in Durban are presented. Implications are put forward and recommendations made.

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