Teaching strategies used by mathematics teachers for learners with learning difficulties

In this paper, we report on an investigation regarding teaching strategies used by mathematics teachers and their thoughts in facilitating learning for learners with difficulties in learning mathematics. This study adopted an observational approach and open-ended post observation questionnaires with four primary school teachers. The results revealed that from all five teaching strategies, all teachers tend to use scaffolding and argued that they prefer explicit instruction. Those that attempted to use problem-solving strategy always guided learners. It was also found that teachers with special needs training used concrete objects when introducing lessons. The results also reveal that experienced teachers and those with special needs training used most of the teaching strategies successfully. Our conclusion is that all mathematics teachers (at special schools and mainstream schools) who teach learners with special educational needs (LSEN) must be well trained in the area for special needs education including the use of all teaching strategies before introducing inclusive schools.Institute for Science and Technology Education (ISTE

Grade 6 teachers’ beliefs about mathematics as a subject

This paper reports on a qualitative study where beliefs held by four Grade 6 mathematics teachers about mathematics as a subject were investigated. Data collected after interviewing the teachers telephonically, revealed that mathematics is mainly seen as a practical subject, hence it must be taught practically and learners must do a lot of practice. Teachers also believe that concrete objects or manipulatives must be used when teaching mathematics since learners struggle with mathematics. Another category that emerged was beliefs that are policy-related. Teachers recommend that more time should be allocated for mathematics in order for teaching and learning to be effective. Teachers recommend a review of allocated time to teaching mathematics, allocation of teachers to schools using the PPM , and change in pass requirements, Teachers also suggest that assistance should be sought from specialists for learners in their classes who have learning barriers.Institute for Science and Technology Education (ISTE

Learning difficulties involving volumes of solids of revolution : a comparative study of engineering students at two colleges of Further Education and Training in South Africa

This study investigates learning difficulties involving volumes of solids of revolution (VSOR) at two FET colleges in Gauteng province, in South Africa. The research question for this study was: Why do students have difficulty when learning about volumes of solids of revolution? In order to answer the research question five skill factors were identified as the conceptual framework, subdivided into 11 elements. The five skill factors are: I. Graphing skills and translating between visual graphs and algebraic equations/expressions, II. Three-dimensional thinking, III. Moving between discrete and continuous representations, IV. General manipulation skills and V. Consolidation and general level of cognitive development. Before collecting the main data for this study, a preliminary study and a pilot study were conducted. The data for the main study were then collected in six different investigations. The investigations consisted of two runs of a questionnaire, classroom observations, examination analysis; detailed examination responses and an interview with one student. The results from the questionnaire runs as well as the pilot study reveal that students performed poorly in tasks involving three-dimensional thinking (Skill factor II), moving between discrete and continuous representations (Skill factor III), and consolidation and general level of cognitive development (Skill factor V). Students' performance was satisfactory in tasks involving graphing skills and translating between visual graphs and algebraic equations/expressions (Skill factor I) and general manipulation skills (Skill factor IV). Students were also more competent in solving problems that involved procedural skills than those that required conceptual skills. The challenges that students were faced with in class, evident from the classroom observations allude to the fact that the topic of VSOR is difficult to teach and to learn. It is recommended that VSOR be taught and assessed more conceptually in line with the five skill factors; that curriculum developers must communicate with other stakeholders like industries and other institutions of higher learning and that the Department of Education must provide adequate training for these teachers and liaise with industry in this regard. It is also recommended that the suitability of this topic for the particular cohort of students be reconsidered as it appears to be of too high cognitive demand.Thesis (PhD)--University of Pretoria, 2012.Mathematics and Applied Mathematicsunrestricte

Determinants of High Neonatal Mortality Rates in Migori County Referral Hospital in Kenya

Background: Neonatal mortality is a significant public health problem worldwide. In Kenya, neonatal mortality rates are unacceptably high within the sub-Saharan region. In 2017 the country had 20.9 deaths per 1000 live births above the WHO target of 12 deaths per 1000 live births. Purpose: The purpose of this study was to investigate the determinants of high neonatal mortality rates in Migori County, Kenya. The neonatal mortality cases were utilised as the target population to the study. Method: A quantitative, descriptive, cross-sectional, non-experimental research design was used. A systematic sampling technique was employed to draw a sample of 201 archived neonatal cases out of 420 neonatal mortality medical records, which constituted the study population. Data were collected by means of a developed questionnaire. The Statistical Package for Social Sciences (SPSS) Version 21 was used to analyse data. Results: The main findings revealed the leading determinants of neonatal mortality were early neonatal period, prematurity, low birth weight, neonates with intrapartum complications and poor 1st Apgar score. Obstetrical haemorrhage and HIV were the main maternal complications associated to neonatal mortalities, while the leading direct causes of death in this study were birth asphyxia and sepsis. Conclusions: To reduce mortalities, a multifaceted approach is needed to establish quality improvement in neonatal intensive care and reduce preterm birth incidences in Migori County.Health Studie

The 13th Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics

Ngā mihi aroha ki ngā tangata katoa and warm greetings to you all. Welcome to Herenga Delta 2021, the Thirteenth Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics. It has been ten years since the Volcanic Delta Conference in Rotorua, and we are excited to have the Delta community return to Aotearoa New Zealand, if not in person, then by virtual means. Although the limits imposed by the pandemic mean that most of this year’s 2021 participants are unable to set foot in Tāmaki Makaurau Auckland, this has certainly not stopped interest in this event. Participants have been invited to draw on the concept of herenga, in Te Reo Māori usually a mooring place where people from afar come to share their knowledge and experiences. Although many of the participants are still some distance away, the submissions that have been sent in will continue to stimulate discussion on mathematics and statistics undergraduate education in the Delta tradition. The conference invited papers, abstracts and posters, working within the initial themes of Values and Variables. The range of submissions is diverse, and will provide participants with many opportunities to engage, discuss, and network with colleagues across the Delta community. The publications for this thirteenth Delta Conference include publications in the International Journal of Mathematical Education in Science and Technology, iJMEST, (available at https://www.tandfonline.com/journals/tmes20/collections/Herenga-Delta-2021), the Conference Proceedings, and the Programme (which has created some interesting challenges around time-zones), by the Local Organizing Committee. Papers in the iJMEST issue and the Proceedings were peer reviewed by at least two reviewers per paper. Of the ten submissions to the Proceedings, three were accepted. We are pleased to now be at the business end of the conference and hope that this event will carry on the special atmosphere of the many Deltas which have preceded this one. We hope that you will enjoy this conference, the virtual and social experiences that accompany it, and take the opportunity to contribute to further enhancing mathematics and statistics undergraduate education. Ngā manaakitanga, Phil Kane (The University of Auckland | Waipapa Taumata Rau) on behalf of the Local Organising Committ

Proceedings of Table Mountain Delta 2023, the 14th Delta Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics

Conference proceedings for the Table Mountain Delta 2023 conference 26 November - 1 December 2023. This is the 14th Southern Hemisphere Conferences on the Teaching and Learning of Undergraduate Mathematics and Statistics. This series of conferences occurs every 2 years, usually rotating between South Africa, Australia and New Zealand. The conferences are dedicated to research-based interaction around improving undergraduate mathematics and statistics education.As for previous Delta conferences, some of the papers to be presented appear in a special issue of the International Journal of Mathematical Education in Science and Technology. The conference proceedings contain a further eight full papers which have undergone double-blind peer-review by at least two reviewers. Additional talks are selected on abstract submission, also subject to peer-review. Table Mountain Delta Academic Team:Anita L. Campbell1, David Holgate2, Batseba Mofolo-Mbokane3, Sheena Rughubar-Reddy1 and Pragashni Padayachee11University of Cape Town, 2University of the Western Cape and 3University of the Witwatersrand, South Africa. </p