Department of Mathematics Education
http://uir.unisa.ac.za/handle/10500/6424
2019-08-21T16:23:36ZA case study : investigating a model that integrates dictionary and polygon pieces in teaching and learning of geometry to grade 8 learners
http://uir.unisa.ac.za/handle/10500/25598
A case study : investigating a model that integrates dictionary and polygon pieces in teaching and learning of geometry to grade 8 learners
Chiphambo, Shakespear Maliketi Elias Kapirima
Considering that geometry is taught according to certain principles that do not encourage creativity, I have decided to employ the mixed methods philosophical framework applying the concurrent transformative design in the form of an exploratory case study. The case study to (i) explore and design a model that influences learning using polygon pieces and mathematics dictionary in the teaching and learning of geometry to grade 8 learners; (ii) investigate if the measurement of angles and sides of polygons using polygon pieces assisted by mathematics dictionary promote learners’ comprehension of geometry and (iii) investigate how mathematics teachers should use polygon pieces along with mathematics dictionary to teach properties of triangles in order to promote learners’ conceptual understanding.
Drawing from my research findings a model has been developed from the use of polygon pieces and mathematics dictionary. The model use of mathematics dictionary in teaching and learning geometry is to develop learners’ mathematics vocabulary and terminology proficiency. Polygon pieces are to enhance the comprehension of geometric concepts.
The quantitative data emerged from marked scripts of the diagnostic and post-intervention tests, the daily reflective tests and intervention activities were analysed as percentages and presented in line and bar graphs. Qualitative data obtained from observation notes and transcribed interviews were analysed in three forms: thematically, constant comparison and keywords in context.
These findings support other research regarding the importance of using physical manipulatives with mathematics dictionary in teaching and learning geometry. They align with other findings that stress that manipulatives are critical facilitating tools for the development of mathematics concepts. The investigations led into the designing of a teaching model for the topic under study for the benefit of the mathematics community in the teaching and learning of geometry, focusing on properties of triangles. The model developed during this study adds to the relatively sparse teaching models but growing theoretical foundation of the field of mathematics.
2017-12-01T00:00:00ZGrade 12 learner's problem-solving skills in probability
http://uir.unisa.ac.za/handle/10500/25585
Grade 12 learner's problem-solving skills in probability
Awuah, Francis Kwadwo
This study investigated the problem-solving skills of Grade 12 learners in probability. A total of 490 Grade 12 learners from seven schools, categorised under four quintiles (socioeconomic factors) were purposefully selected for the study. The mixed method research methodology was employed in the study. Bloom’s taxonomy and the aspects of probability enshrined in the Mathematics Curriculum and Assessment Policy Statement (CAPS) document of 2011 were used as a framework of analysis. A cognitive test developed by the researcher was used as an instrument to collect data from learners. The instrument used for data collection passed the test of validity and reliability. Quantitative data collected was analysed using descriptive and inferential statistics and qualitative data collected from learners was analysed by performing a content analysis of learners’ scripts. The study found that the learners in this study were more proficient in the use of Venn diagrams as an aid in solving probability problems than in using tree diagrams and contingency tables as aids in solving these problems. Results of the study also showed that with the exception of Bloom's taxonomy synthesis level, learners in Quintile 4 (fee-paying schools) had statistically significant (P-value < 0.05) higher achievement scores than learners in Quintiles 1 to 3, (i.e. non-fee-paying schools) at the levels of knowledge, comprehension, application, analysis and evaluation of Bloom’s taxonomy.
Contrary to expectations, it was revealed that the achievement of the learners in probability in this study decreased from Quintile 1 to Quintile 3 in all but the synthesis level of Bloom's taxonomy. Based on these findings, the study argued that the quintile ranking of schools in South Africa may be a useful but not a perfect means of categorisation to help improve learner achievement. Furthermore, learners in the study demonstrated three main error types, namely computational error, procedural error and structural error. Based on the findings of the study it was recommended that regular content-specific professional development be given to all teachers, especially on newly introduced topics, to enhance effective teaching and learning.
2018-06-01T00:00:00ZThe use of technology for improving throughput rates in an ODL context by lecturers in the School of Computing
http://uir.unisa.ac.za/handle/10500/25584
The use of technology for improving throughput rates in an ODL context by lecturers in the School of Computing
Mukasa-Lwanga, Theopista Nazziwa
The improvement of throughput rates is a crucial factor at higher education institutions; hence, university departments focus on improving pass rates per module. This study investigated how lecturers in the School of Computing (SoC) at the University of South Africa, use technology for improving throughput rates in an Open Distance Learning (ODL) context. The study sought answers to the main research question on how lecturers in the SoC use technology for improving throughput rates in an ODL institution. A mixed research methods approach was used, where quantitative data was extracted from the university systems and integrated with the qualitative data collected from interviews. Thirteen lecturers for the thirty modules under investigation were interviewed. A thematic analysis was used on the qualitative data, and quantitative data was analysed using rankings and correlation coefficients, leading to the interpretation that the use of myUnisa technology assisted to improve throughput on the modules.
2018-03-01T00:00:00ZDisrupting a learning environment for promotion of geometry teaching
http://uir.unisa.ac.za/handle/10500/25277
Disrupting a learning environment for promotion of geometry teaching
Jojo, Zingiswa
Creating a classroom learning environment that is suitably designed for promotion of
learners’ performance in geometry, a branch of mathematics that addresses spatial sense
and geometric reasoning, is a daunting task. this article focuses on how grade 8 teachers’
action learning changed the learning environment for the promotion of geometry teaching.
this was an exploratory study in which a sample of 13 grade 8 mathematics teachers from
the rural schools of a district in the eastern Cape Province in South Africa participated in a
project aimed at creating mathematical learning environments through action learning while supporting and promoting the teaching of geometry. the study was qualitative and data was collected using questionnaires, classroom observations and semi-structured interviews with the teachers on a participatory action research conducted in two cycles. Results indicated that 92% of teachers changed their classroom environments by modifying instructional strategies, learner -interactions, and engagements, but could not change how they managed the classrooms due to some factors related to power dynamics and the education policy. It is recommended that teachers be workshopped on modifying their classroom learning environments while they undergo learning in action on the promotion of teaching and learning geometry in their school defining contexts.
2017-01-01T00:00:00Z