Theses and Dissertations (Mathematics Education)
http://hdl.handle.net/10500/6440
2015-09-02T11:07:11ZThe effect of using a computer assisted instruction on teaching circle geometry in grade 11
http://hdl.handle.net/10500/19005
The effect of using a computer assisted instruction on teaching circle geometry in grade 11
Gweshe, Lovejoy Comfort
South African learners continue to perform poorly in high school Circle Geometry. Lack of learner confidence and motivation in Mathematics may be the contributing factors to the low success rate in Circle Geometry. These factors, coupled with Conventional Teaching Instructions (CTI), may have contributed to the significant reduction in the number of learners enrolled for Mathematics, and provided a rationale for the study that explored a possible alternative teaching pedagogy to motivate and eventually improve learner performance in Circle Geometry. The study aimed to investigate the comparative effects of Computer Assisted Instruction (CAI) and CTI on the performance and motivation of Grade 11 learners in the topic of Circle Geometry. The population of the study consisted of Grade 11 Mathematics learners from 65 secondary schools in the Ekurhuleni North District of Gauteng province in South Africa. Using convenience sampling techniques two schools with n=136 Grade 11 Mathematics learners and two teachers participated in the study. One school formed the experimental group (n=71) and the other school formed the control group (n=65).
The study followed a quasi-experimental design with a non-equivalent control group approach consisting of pre-and post-test measures. Intact classes participated in the study as it was not possible to randomly select participants for the study. Both groups wrote a standardised achievement pre-test to ascertain their performance status at the beginning of the study. CAI was implemented in the experimental school while CTI was implemented in the control school. A similar post-test was administered on both groups to measure the comparative effects of each teaching method on the performance of learners. A questionnaire was also administered to both groups to measure the motivation of learners. A purposive sample (n=12) was selected from both groups to participate in semi-structured interviews to account for the results of the test and the questionnaire. A socio-constructivist theory framed the study. Analysis of Covariance (ANCOVA) was used to analyse data. The results of this investigation indicated that the use of the computer software, GeoGebra, in the teaching and learning of Circle Geometry improved the performance and motivation of Grade 11 learners.
2014-12-01T00:00:00ZExploring teaching strategies to attain high performance in grade eight Mathematics : a case study of Chungcheongbuk Province, South Korea
http://hdl.handle.net/10500/18577
Exploring teaching strategies to attain high performance in grade eight Mathematics : a case study of Chungcheongbuk Province, South Korea
Van der Wal, Gerhard
This study focused on teaching strategies preferred and used by grade 8 mathematics teachers, what they thought was most effective for learning mathematics as well as students’ perspectives of their mathematics classroom. The aims of this study were to investigate the teaching strategies used in the South Korean mathematical classroom and to find out how they attain a high performance in mathematics, in comparison with other countries. The target population was chosen from within the Chungcheongbuk Province and ten schools were selected for the study.
In order to determine what teaching strategies are used in the South Korean mathematics classroom, a case study using both quantitative and qualitative research methods was adopted. Data collection methods included questionnaires for the students while interviews were conducted with the teachers. The questionnaire contained fifty closed-ended questions divided into different sections to obtain data on teaching strategies used, on preferred learning styles from the students and on how they felt about mathematics and the mathematical classroom. The interview consisted of ten open-ended questions to get feedback from the mathematics teachers on what teaching strategies they used in the classroom and on what they thought were the best strategies with regard to teaching grade 8 mathematics. From the ten sampled schools there were two hundred and two students who participated in this research, and six teachers were interviewed. The results of the study showed that in the South Korean mathematics classroom a combination of direct instruction, practice and teacher guidance helps the students to learn problem-solving skills and to master mathematics. The students indicated that the teachers mostly used chalkboard instruction and that they practiced solving problems using worksheets, past exam paper questions and through homework or private study. The average student studied mathematics for about six hours a week and most attended afterschool academies for further studying mathematics. Although the South Korean students attained a high performance in mathematics it was evident that they indicated a low interest in the subject. The teachers stated in the interviews that they thought the students needed to see examples on the chalkboard, and then the students need to practice with guidance from the teacher. It was evident that the students focus a lot on guided practice, since they study for about six hours a week. The teachers also felt that the curriculum is overloaded and that there was a gap between the better and the poorer level of students in the mathematics classroom, this gap grew bigger as students lost motivation. The responses to the questionnaire showed that 65% of the students were not interested in mathematics; in spite of this South Korea is placed among the best performing countries in the world. The teachers also indicated that mathematics was very highly valued in South Korea and that parents and universities put a lot of pressure on students to perform well in this subject.
This study provides better insight into what is happening in the South Korean mathematics classroom, what methods are used and how the students felt about the mathematics classroom and the strategies that are used. Apart from commenting on teaching strategies, there was also an indication of what teaching style the students preferred. The information in this research study can provide answers to questions regarding South Korean mathematics instructional practices and will be useful for future comparative studies regarding the teaching of mathematics in other countries.
2015-02-01T00:00:00ZRelationship between learners' mathematics-related belief systems and their approaches to non-routine mathematical problem solving : a case study of three high schools in Tshwane North district (D3), South Africa
http://hdl.handle.net/10500/18413
Relationship between learners' mathematics-related belief systems and their approaches to non-routine mathematical problem solving : a case study of three high schools in Tshwane North district (D3), South Africa
Chirove, Munyaradzi
The purpose of this study was to determine the relationship between High School learners‟ mathematics-related belief systems and their approaches to mathematics non-routine problem-solving. A mixed methods approach was employed in the study. Survey questionnaires, mathematics problem solving test and interview schedules were the basic instruments used for data collection.
The data was presented in form of tables, diagrams, figures, direct and indirect quotes of participants‟ responses and descriptions of learners‟ mathematics related belief systems and their approaches to mathematics problem solving. The basic methods used to analyze the data were thematic analysis (coding, organizing data into descriptive themes, and noting relations between variables), cluster analysis, factor analysis, regression analysis and methodological triangulation.
Learners‟ mathematics-related beliefs were grouped into three Learners‟ mathematics-related beliefs were grouped into three categories, according to Daskalogianni and Simpson (2001a)‟s macro-belief systems: utilitarian, systematic and exploratory. A number of learners‟ problem solving strategies were identified, that include unsystematic guess, check and revise; systematic guess, check and revise; trial-and-error; logical reasoning; non-logical reasoning; systematic listing; looking for a pattern; making a model; considering a simple case; using a formula; numeric approach; piece-wise and holistic approaches. A weak positive linear relationship between learners‟ mathematics-related belief systems and their approaches to non-routine problem solving was discovered. It was, also, discovered that learners‟ mathematics-related belief systems could explain their approach to non-routine mathematics problem solving (and vice versa).
2014-06-01T00:00:00ZAn investigation into the solving of polynomial equations and the implications for secondary school mathematics
http://hdl.handle.net/10500/17291
An investigation into the solving of polynomial equations and the implications for secondary school mathematics
Maharaj, Aneshkumar
This study investigates the possibilities and implications for the teaching of the solving
of polynomial equations. It is historically directed and also focusses on the working
procedures in algebra which target the cognitive and affective domains. The teaching
implications of the development of representational styles of equations and their solving
procedures are noted. Since concepts in algebra can be conceived as processes or
objects this leads to cognitive obstacles, for example: a limited view of the equal sign,
which result in learning and reasoning problems. The roles of sense-making, visual
imagery, mental schemata and networks in promoting meaningful understanding are
scrutinised. Questions and problems to solve are formulated to promote the processes
associated with the solving of polynomial equations, and the solving procedures used by
a group of college students are analysed. A teaching model/method, which targets the
cognitive and affective domains, is presented.
1998-06-01T00:00:00Z