Department of Mathematics Education
http://hdl.handle.net/10500/6424
2017-05-18T07:48:22ZThe effect of using van Hiele's instructional model in the teaching of congruent triangles in grade 10 in Gauteng high schools
http://hdl.handle.net/10500/22164
The effect of using van Hiele's instructional model in the teaching of congruent triangles in grade 10 in Gauteng high schools
Sadiki, Muraga William Riizo
This study investigates the effect of using Van Hiele’s instructional model in the teaching of congruent triangles in grade 10 in Gauteng high schools. Three randomly selected high schools in Gauteng formed the research fields, while intact groups of grade 10 learners in these schools formed the study participants (136 learners) for the study.
A mixed method approach which was adopted for the study, using pre-test/post-test matching control group design and classroom observation. The pre-test/post-test was used to collect quantitative data, while classroom observation was used to glean qualitative data. Some of the findings from the quantitative data analysis suggested that the intervention improve the achievement scores in the experimental groups while the qualitative data was revealed that the intervention facilitated the learning of the concepts of congruent. It was recommended that Van Hiele learning and instructional model be adopted and applied in the teaching of other areas of mathematics
2016-08-01T00:00:00ZThe influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province
http://hdl.handle.net/10500/21804
The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province
Mutsvangwa, Sekesai Bridget
The main purpose of the research was to investigate the influence of scientific calculators on Grade 8 South African learner's understanding of fractions in learning mathematics. Quasi-experimental quantitative research methods were used. A sampling frame was selected using non probability sampling technique. A total of 15 learners in each group were randomly selected for an experimental and control group for the study. Both groups were taught fraction concepts by different teachers for the same duration and at the same time. The experimental group used a calculator as a learning aid while the control group used the traditional paper pencil method. Two tasks (post-test and assignment) were administered to both groups and a questionnaire to the experimental group. The results indicated that the scientific calculator has a positive influence in learner's conceptual understanding of fractions in mathematics as reflected in their performance.
2016-01-01T00:00:00ZAn evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement
http://hdl.handle.net/10500/21803
An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement
David, Joanne Munro
2015-11-01T00:00:00ZReflective Abstraction and Mathematics Education: The Genetic Decomposition of the Chain Rule-Work in Progress
http://hdl.handle.net/10500/21217
Reflective Abstraction and Mathematics Education: The Genetic Decomposition of the Chain Rule-Work in Progress
Jojo, Zingiswa; MAHARAJ, ANESHKUMAR; Brijlall, Deonarain
Students have experienced difficulty in understanding and using the chain rule. This study aims at assisting the students to understand and apply the chain rule and thus inform the author’s teaching for future learning of students. A questionnaire will be designed to explore the conceptual understanding of the concept of the chain rule by first year university of technology students using APOS (action-processes-objects-schema) which proposes in the form of the genetic decomposition a set of mental constructions that the students might make in order to learn the concept of the chain rule in calculus and accessing it when needed. This instrument will be used to collect data on how students learn derivatives of trigonometric functions in calculus, using the chain rule. This will be with a view to clarify their understanding of the composition of functions, derivative and the chain rule. The study consists of two phases, both using a qualitative approach. A structured way to describe an individual student’s understanding of the chain rule is developed and applied to analyzing the evolution of the understanding for each of 30 first year students. Other ways to collect data include tests, written exercises and classroom observations. The purpose of the questionnaire will be to establish the correlation between the students’ ability to deal with composition of functions and using the chain rule successfully. Students (n = 10) will then be interviewed based on their written responses to elicit their thinking involved when answering. The analysis of written responses and interviews should establish whether the instrument provided substantial information for identification of certain mental constructions that the researches proposed to consider.
2012-01-01T00:00:00Z