Research Outputs (Mathematics Education)

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    Towards innovative behaviour for technology students
    (Institute of Science & Technology Education, University of South Africa, 2019) Goosen, Leila; Ngugi, James K.; Kriek, Jeanne
    Scale items related to Cognitive and Metacognitive Strategies (CMSs), Course Design Characteristics (CDCs), Knowledge Sharing Behaviour (KSB) and Innovative Behaviour (IB) can be gathered from literature and located within relevant theoretical conceptual frameworks. The aim of the study reported on in this paper was answering the research question: How can such items be re-purposed and/or modified for measuring CMSs, CDCs, KSB and IB during technology education? The importance of this research is justified in terms of the study objectives. The paper explains the design and execution of the methodology as appropriate and adequate in relation to the research question. This quantitative research design considered issues of reliability and validity. The discussion of results shows insight and originality, suggests implications and makes recommendations that are applicable and useful. The research question is answered in the conclusion, with the conclusions being justifiable in terms of the methodology and the results of the pilot study, which allowed for refining of the measures in terms of a set of original items to be used in the main study. The pilot study also contributes towards scholarly debate in fields related to CMSs, CDCs, KSB and IB.
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    The experiences of the foundation phase teachers in implementing curriculum and assessment policy statement
    (Institute of Science & Technology Education, University of South Africa, 2019) Mathiba, M.I.; Ramorola, M.Z.; Kriek, Jeanne
    Effective mathematics teaching is a complex endeavour that requires subject knowledge, the theory and pedagogy of mathematics (Hourigan & Leave, 2010). This investigation explores the experiences of the Foundation Phase (FP) teachers in implementing Curriculum and Assessment Policy Statement in teaching grade 3 mathematics. The learner performance in Mathematics in rural schools of South Africa is a general problem. This has been confirmed by the report of the Annual National Assessment (ANA) results of 2011 and 2012. Precisely Limpopo Province was considered low (25%) in performance as compared to other provinces of South Africa (DBE, 2012). The cause of this poor performance is not well known. Some studies relate poor performance to learners, while others associate it with the pedagogic method and inappropriate teacher professional development (Ramorola & Nyaumwe, 2011).
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    Corporative learning as a tool to develop conceptual and procedural knowledge in solving algebraic equations: a case study of Grade 11 mathematics learners
    (Institute of Science & Technology Education, University of South Africa, 2019) 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.
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    Twinning two grade 11 mathematics teachers integrating information communication and technology in teaching algebra
    (Institute of Science & Technology Education, University of South Africa, 2019) 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.