Conference Papers and Presentations (ISTE)https://hdl.handle.net/10500/134772024-03-29T12:26:46Z2024-03-29T12:26:46ZCorporative learning as a tool to develop conceptual and procedural knowledge in solving algebraic equations: a case study of Grade 11 mathematics learnersMalatjie, FourieMachaba, Francehttps://hdl.handle.net/10500/260992019-12-03T10:29:25Z2019-01-01T00:00:00ZCorporative learning as a tool to develop conceptual and procedural knowledge in solving algebraic equations: a case study of Grade 11 mathematics learners
Malatjie, Fourie; Machaba, France
Kriek, Jeanne
This study explored Grade 11 Mathematics learners’ conceptual and procedural knowledge in solving algebraic equations using cooperative learning. This qualitative case study was carried out in a classroom setting in which 34 Grade 11 Mathematics learners participated. The data was collected using a round-table discussion and reflective interviews. The study shows that learners learn better when learning in groups than when learning as individuals. Thus, in this article, we argue that cooperative learning can develop conceptual understanding in solving algebraic equations.
2019-01-01T00:00:00ZTwinning two grade 11 mathematics teachers integrating information communication and technology in teaching algebraMakgakga, Sellohttps://hdl.handle.net/10500/260952019-12-06T11:29:00Z2019-01-01T00:00:00ZTwinning two grade 11 mathematics teachers integrating information communication and technology in teaching algebra
Makgakga, Sello
Kriek, Jeanne
The purpose of this article is to report on the effectiveness of integrating Information Communication and Technology (ICT) of the twinned teachers in teaching and learning mathematics in the 21st century. Both qualitative and quantitative approaches were used and Valsiner’s zone theory of child development was used as lens in understanding the effectiveness of integrating ICT to teach mathematics. The pre-test and post-test were administered to learners in experimental and control groups. Two Grade 11 mathematics teachers were interviewed and 16 classroom observations were conducted, namely: three as baseline observations, ten observations during the interventions and three as post-intervention observations. Data were analysed using the Wilcoxon Rank-Sum test and interpretive paradigm was also used as a tool of analysis. It has been found that one village secondary school performed better than the other did. It has also been found that these schools have poor networks (poor Wi-Fi connections), which contribute to the inaccessibility of materials such as downloading video-clips on YouTube and other materials related to mathematics content, cannot slides during lessons due to broken projectors, cannot access worksheets and handouts being uploaded onto school websites, poor maintenance of ICT tools, theft of ICT equipment and a lack of ICT training for teachers. Benefits of using ICT tools in teaching and learning mathematics are found to be the following: time saving, learning different approaches from the internet, and accessing additional teaching materials (such as videos, worksheets and handouts). It is recommended that mathematics teachers in village schools should be trained to be ICT literate, and that schools contract a technician if possible to maintain the hardware and improve Wi-Fi connectivity.
2019-01-01T00:00:00ZEffectiveness of reconceptualised natural sciences interventions in MpumalangaMsezane, Sikhulile Bonginkosihttps://hdl.handle.net/10500/260922019-12-02T10:01:41Z2019-01-01T00:00:00ZEffectiveness of reconceptualised natural sciences interventions in Mpumalanga
Msezane, Sikhulile Bonginkosi
Kriek, Jeanne
The purpose of this paper is to explore the effectiveness of Natural Sciences interventions in one of the circuits in Mpumalanga. This paper uses pedagogical content knowledge and the instructional learning theoretical framework as a lens. Based on the outcome of baseline assessment of teaching practices in Natural Sciences in Grade 7, this paper adopted a qualitative research approach, using single case study design to explore the impact of interventions to assist teachers with content knowledge and teaching strategies that could be used for teaching Natural Sciences. Through observation and face-to-face interactions, this paper employed the purposive sampling method to select five teachers who participated in the interventions. The results of the paper suggest that science teachers in primary schools are still facing challenges such as a lack of resources, content knowledge barriers and neglection. Furthermore, teachers expressed an opinion that following the interventions they would now be able to transform content knowledge into practice. The study recommends that the Department of Education should consider extending similar kind(s) of workshop presented to secondary school teachers to the primary school teachers. Earlier interventions would not end at elongating learners’ exposure, but would help to stimulate confidence, efficacy and mastery of sciences
2019-01-01T00:00:00ZTEACHERS AND LEARNERS’ PERCEPTIONS ABOUT TEACHER-OUTSOURCING AS A COMPLIMENTARY STRATEGY IN GRADE 12 MATHEMATICS CLASSROOMSMakgakga, SelloSepeng, Percyhttps://hdl.handle.net/10500/229212017-07-19T01:01:03Z2014-10-01T00:00:00ZTEACHERS AND LEARNERS’ PERCEPTIONS ABOUT TEACHER-OUTSOURCING AS A COMPLIMENTARY STRATEGY IN GRADE 12 MATHEMATICS CLASSROOMS
Makgakga, Sello; Sepeng, Percy
2014-10-01T00:00:00Z