Department of Mathematics Education
http://hdl.handle.net/10500/6424
Thu, 11 Feb 2016 19:14:09 GMT2016-02-11T19:14:09ZThe impact of grade 10 learners' behaviour on their academic performance in mathematics
http://hdl.handle.net/10500/19833
The impact of grade 10 learners' behaviour on their academic performance in mathematics
Hagoramagara, Franco
The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study.
Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematics teachers and 2 heads of mathematics departments (HODs). Data from learners were collected using a set of their assessment scores accumulated over a period of six months, that is, from January 2014 to June 2014 (Section 1.3.3). Also, semi-structured interviews were carried out with learners to determine types of classroom behaviour they perceived to influence their mathematical performance. The aim of documenting learners‟ assessment scores (document analysis) was to determine their average performance in Grade 10 mathematics over a stipulated period. Teachers and HODs completed questionnaires to identify types of classroom behaviour that learners manifested during mathematics instruction.
The study followed a qualitative approach with phenomenology research design (Section 3.2). The study identified several types of classroom behaviour that characterized mathematics instruction in both schools, such as making noise and not doing classwork and homework activities. In addition, the study established that forms of behavioural patterns that are manifested by learners during a mathematics instruction influenced their performance in the subject. Huitt‟s (1997) model was used to conceptualize and interpret the results.
Thu, 01 Oct 2015 00:00:00 GMThttp://hdl.handle.net/10500/198332015-10-01T00:00:00ZContext for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa
http://hdl.handle.net/10500/19726
Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa
Magidi, Junic
The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis of the mathematization of real-life situations to form contextual word-problems is based on the theory of authentic task situations. The theoretical basis for analyzing mathematics teaching and learning is the Realistic Mathematics Education (RME) theory. Data was obtained using the schedule of mathematization of real-life situations and the schedule of total marks of contextual word-problems and national performance.
All contextual word-problems included in the 2008-2013 question papers of IEB and NSC mathematics examinations were analysed. The research revealed that 509 marks out of 1800 marks were allocated to contextual word-problems in IEB examinations; whereas 473 marks out of 1800 marks were allocated to contextual word-problems in NSC examinations.
Sun, 01 Feb 2015 00:00:00 GMThttp://hdl.handle.net/10500/197262015-02-01T00:00:00ZAssessing the algebraic problem solving skills of Grade 12 learners in Oshana Region, Namibia
http://hdl.handle.net/10500/19225
Assessing the algebraic problem solving skills of Grade 12 learners in Oshana Region, Namibia
Lupahla, Nhlanhla
This study used Polya’s problem-solving model to map the level of development of the algebraic problem solving skills of Grade 12 learners from the Oshana Region in Northern Namibia. Deficiencies in problem solving skills among students in Namibian tertiary institutions have highlighted a possible knowledge gap between the Grade 12 and tertiary mathematics curricula (Fatokun, Hugo & Ajibola, 2009; Miranda, 2010). It is against this background that this study investigated the problem solving skills of Grade 12 learners in an attempt to understand the difficulties encountered by the Grade 12 learners in the problem solving process. Although there has been a great deal of effort made to improve student problem solving throughout the educational system, there is no standard way of evaluating written problem solving that is valid, reliable and easy to use (Docktor & Heller, 2009).
The study designed and employed a computer aided algebraic problem solving assessment (CAAPSA) tool to map the algebraic problem solving skills of a sample of 210 Grade 12 learners during the 2010 academic year. The assessment framework of the learners’ problem solving skills was based on the Trends in International Mathematics and Science Study (TIMSS), Schoenfeld’s (1992) theory of metacognition and Polya’s (1957) problem solving model. The study followed a mixed methods triangulation design, in which both quantitative and qualitative data were collected and analysed simultaneously. The data collection instruments involved a knowledge base diagnostic test, an algebraic problem solving achievement test, an item analysis matrix for evaluating alignment of examination content to curriculum assessment objectives, a purposively selected sample of learners’ solution snippets, learner questionnaire and task-based learner interviews.
The study found that 83.8% of the learners were at or below TIMSS level 2 (low) of algebraic problem solving skills. There was a moderate correlation between the achievement in the knowledge base and algebraic problem solving test (Pearson r = 0.5). There was however a high correlation between the learners’ achievement in the algebraic problem solving test and achievement in the final Namibia Senior Secondary Certificate (NSSC) examination of 2010 (Pearson r = 0.7). Most learners encountered difficulties in Polya’s first step, which focuses on the reading and understanding of the problem. The algebraic strategy was the most successfully employed solution strategy.
Sun, 01 Jun 2014 00:00:00 GMThttp://hdl.handle.net/10500/192252014-06-01T00:00:00ZThe impact of constructivist-based teaching method on secondary school lerners' errors in algebra
http://hdl.handle.net/10500/19207
The impact of constructivist-based teaching method on secondary school lerners' errors in algebra
Owusu, James
The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners’ errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants’ errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school.
The main aspects of CBTM entailed participants’ construction of their own knowledge from the base of prior knowledge and through group learning approach and exploratory talk in which discussions included argumentation, verbalising explanations, justifications and reflections. Participants in experimental school became familiar with the basic principles of CBTI such as group work, which enhanced the construction of conceptual understanding of algebraic concepts. This reduced most of the errors they commit in algebra and elevated their performance in Mathematics. The principal instruments for data collection consisted of a standardised Algebra Concept Achievement Test and lesson observations.
The pre-test was used to determine participants’ initial errors in algebra before the intervention. A post-test was given at the end of intervention to ascertain change in participants’ errors in algebra over a four-week intervention period. Using descriptive and inferential statistical techniques, the study found that participants in experimental school significantly reduced their errors in algebra than those in control school. The study showed that CBTM was a more effective pedagogy that improved the errors Grade 11 learners commit in algebra than the TTM.
Sun, 01 Feb 2015 00:00:00 GMThttp://hdl.handle.net/10500/192072015-02-01T00:00:00Z