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Masters Degrees (Mathematics and Computer Science Education)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7141

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Browsing Masters Degrees (Mathematics and Computer Science Education) by SDG "SDG4"

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    An exploration into Grade 11 learners' use of diagrams when solving probability problems in mathematics in a school in Umlazi District in Durban
    (2017) Shoba, Mfanimpela Patrick.; Mudaly, Vimolan.
    The research study was conducted in a school in Umlazi district of education in Durban in the province of KwaZulu-Natal. Grade 11 mathematics learners in this school provided data for this study. The qualitative research design was chosen for this study because the investigator wanted to capture the experiences of the participants with the aim of responding to the research questions. Data for this study was collected using two task-based activities, two semi structured interviews, and an observation schedule. Six grade 11 mathematics learners were purposively sampled from the population of grade 11 mathematics learners. The responses of the participants were audio-taped and later transcribed by the investigator to generate the data for the study. The data gathered from the participants through the task-based activities, the interviews, observation, and document analysis revealed that diagrams as visual representations aided grade 11 learners during probability problem solving. It was also discovered that the English language in which the probability problems were asked posed a challenge for the learners as they struggled to understand the problems. Participants understood problems that had diagrams associated with them better than probability problems that were without diagrams. Based on the findings of the study, the use of diagrams by both educators, during teaching and setting of questions, and by learners during probability problem solving, play a critical role towards finding the correct solution. It was, therefore, recommended that diagrams as visual representations should not be separated from probability problem solving. It was also recommended that further study is required to investigate the effects of using a language that is foreign to the problem solver in probability problem solving.
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    Teachers' perceptions of the effectiveness of in-service education and training (inset) for senior secondary school mathematics teachers in the greater Durban area.
    (1991) Ntenza, Philemon Simangele.; Winter, Paul.; Graham-Jolly, Mike.
    The project of the Shell Science Centre (SSC) started in 1985, in response to the high failure rate in mathematics amongst black pupils, the perceived inadequacy of college mathematics curricula for prospective mathematics teachers, and generally because of the destructive policies of apartheid and the inferior system of education for black pupils. One of the programmes is to organise and run in-service education and training (INSET) courses for senior mathematics teachers, in collaboration with teachers' Action Committees, with the hope of effecting curriculum change and teacher behaviour in the classroom. It is important, therefore, for the SSC to know whether the INSET programmes meet the needs of the teachers, especially those who graduated from colleges of education in KwaZulu with a Secondary Teachers' Diploma, since they form the majority of the INSET participants. Hence, this investigaton aimed to survey and analyse: (i) mathematics teachers' and college mathematics lecturers' perceptions of the college mathematics curriculum; and (ii) mathematics teachers' perception of the effectiveness of INSET courses. Initial data, about the effectiveness of INSET courses and the pre-service training of prospective mathematics teachers, was gathered through informal talks with mathematics teachers during INSET courses. Issues and themes that emerged were "fleshed out" using unstructured interviews with five (5) mathematics teachers. From these it was possible to draw up a detailed structured interview schedule, which was administered to a further seventeen (17) mathematics teachers in senior secondary schools in Umlazi and KwaMashu townships. Data, about the college mathematics curriculum, was also gathered by means of structured interviews with college mathematics lecturers, in the two colleges of education in KwaZulu, and with graduate teachers with a Secondary Teachers' Diploma in mathematics. Among the significant findings were: o Limitations in the college mathematics curriculum in as far as the mathematics content and the methodology courses were concerned; o Problems with SSC INSET courses such as teaching methods suggested by INSET tutors, timing of INSET courses, group work, etc.; o Problems with teaching mathematics at school such as the shortage of mathematics textbooks, large classes, inadequate resources, etc.; and o Problems with incorrect 'overlearnt' rules from inadequate college mathematics textbooks. The implications of these findings for the SSC were considered. It is suggested inter alia that the SSC should adopt strategies which would emphasize direct contact with the pupils of INSET participants. It is hoped that these strategies will help correct the various problems experienced by mathematics teachers in the schools.