The experiences of first-year students in mathematics in using an e-learning platform at a university of technology

AbstractUniversities of technology in South Africa have been trying to provide effective and flexible learning experiences to cater for the influx of students enrolling in the institutions who come from diverse educational backgrounds. One of the challenges arising from their diverse educational backgrounds is their poor background in the use of technologies for teaching and learning. The teaching of mathematics, particularly, is made more difficult because of the large number of students who have many misconceptions as a result of problems from the basic education that they were part of, for a period of 12 years. Consequently, a number of them do not make it to the mainstream education system due to poor performance in first-year mathematics. The purpose of the study on which this article reports was to determine the impact that an e-learning platform could have on mathematics first-year students when used as a supplement to the traditional methods of teaching. The study utilised quantitative and qualitative methods, with the qualitative data being used to interpret and make sense of the quantitative data. Participants were 35 first-year students in the Department of Civil Engineering at a university of technology. Data were generated from questionnaires and focus group interviews. It was found that the actual use of the system is dependent not only on student behavioural intention to use the system, but external factors also contribute negatively to the actual system use. Some external factors that were identified include poor Internet connectivity, insufficient computers and an inflexible timetable. The study recommends that universities of technology should take greater care in designing their academic calendars, so that it alleviates instead of tighten the constraints under which students work. 

An exploration of Grade 12 learners' use of inappropriate algorithms in calculus

Published ArticleThis study was conducted with 29 Grade 12 learners who were studying calculus. The purpose was to explore how the learners responded to questions based on the derivative and why they did so. Data was collected from the written responses of the learners to two assessments carried out over a six-month period as well as interviews with four of the learners. It was found that learners made extensive use of inappropriate formulae, drawn from other sections of the curriculum The study recommends that teachers should not focus solely on how to carry out procedures, but they should also pay attention to why certain procedures are appropriate or not

Learners engaging with transformation geometry

This article reports on a qualitative, interpretivist study that focused on the use of visualisation and analytic strategies by Grade 12 learners when working with problems based on transformation geometry. The research was conducted with 40 learners from a Grade 12 class at one high school in the north Durban area of Kwazulu-Natal. Participants completed a written task and a smaller sample of the participants engaged in investigative semi-structured interviews with the researchers. The framework for the study was based on transformations of semiotic representations as well as the visualiser/analyser model. The findings revealed that most learners performed treatments in the analytic mode when responding to the tasks, and showed limited movement across the two modes which are essential for a deepening of understanding. The study identified one learner, however, who was able to move flexibly between the modes and who displayed a deep understanding of the concepts. The article concludes by recommending that opportunities need to be created for learners to engage in transformation geometry activities which emphasise conversion.Keywords: analysis; conversions; transformation geometry; transformations; treatments; visualisatio

The curriculum tracker: A tool to improve curriculum coverage or just a tick-box exercise?

Research on teacher professional development generally states that teachers do not take new innovations on board easily. The study reported on here focused on the uptake of a curriculum tracker tool designed to improve curriculum coverage by mathematics teachers. The tool formed part of the Jika iMfundo (JiM) programme launched by the KwaZulu-Natal Department of Education and a partner organisation. The purpose of this study was to explore the extent to which secondary mathematics teachers and heads of department (HoDs) used the tools for their intended purposes. The study was carried out with teachers and department heads from 14 schools located in 2 districts of KwaZulu-Natal. Data were generated by 21 interviews, supplemented by secondary data sourced from responses to previous surveys conducted by JiM. The findings show that most teachers considered the tool as a tick-box activity, instead of using it to guide their planning in a meaningful manner. Furthermore, there was misalignment between planning undertaken by the provincial education department and JiM. It is crucial that teachers on the ground are consulted first in order to jointly identify how certain problems can be addressed before any professional development activity is implemented

Teacher training for mathematical literacy: A case study taking the past into the future

With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy (ML), most teacher training has been offered via government-funded Advanced Certificate in Education (ACE) qualifications, which have now largely been phased out. In this article we examine two ACE ML programmes offered in KwaZulu-Natal (KZN) in order to present some lessons that have been learnt. We put forward some elements that we consider to be essential for training ML teachers and also raise concerns about future training of ML teachers.Keywords: contextual attributes; mathematical literacy; reflection; teacher trainin

Ayurvedic Research - Certain Rational Understanding

From a pilot view through the Ayurvedic Research Scenario, One can see that there are five fields predominantly working upon this agenda. They are academic institutions, Private R and D units, Govt. Ayurvedic Research bodies, Govt. Non Ayurvedic Research bodies and international firms and establishments. But the deficiency in the utilization of outputs of all these works is, there is no concomitant, co-ordinated works and is without central regulations. The lack of co-ordination among these fields reduces the growth rate of our researches. One can’t deny the fact that several researches are having only an eagle eye to commercialise the name “Herbal” and to fill certain pockets. Research scholars with fundamental attitudes towards Ayurveda, are trying to substantiate whole ancient texts and this leads to unidirectional researches and there by satisfying certain hidden political agendas. Lack of productive researches in the fundamental principles will definitely lead to the deterioration of Ayurvedic popularity. Present study cover problems of present Ayurvedic Researches, need of coordinate perspective researching planning, need of multi centre researches with long term planning, need of negative studies in the development of science, need of adaptation of current research output in academic syllabus and curriculum

Use of prasugrel vs clopidogrel and outcomes in patients with acute coronary syndrome undergoing percutaneous coronary intervention in contemporary clinical practice: Results from the PROMETHEUS study

Background and objectivesWe sought to determine the frequency of use and association between prasugrel and outcomes in acute coronary syndrome patients undergoing percutaneous coronary intervention (PCI) in clinical practice

Nowe spojrzenie na związek między chorobami układu sercowo-naczyniowego a depresją

Wstęp: Mimo że związek między depresją a chorobami układu sercowo-naczyniowego jest dobrze udokumentowany, mechanizmy leżące u podłoża tej zależności nie są dokładnie poznane. W niniejszej pracy przedstawiono 3 prawdopodobne modele, które mogą odpowiadaæ za współwystępowanie depresji i chorób układu sercowo-naczyniowego. Metody: W pierwszym modelu depresja stanowi czynnik ryzyka dla rozwoju chorób układu sercowo-naczyniowego, zaś w drugim choroby te są rozpatrywane jako czynnik ryzyka depresji. Trzeci model zakłada istnienie wspólnego szlaku, poprzez który działania wywierane na organizm przez przewlekły stres objawiaja się depresją i chorobami układu sercowo-naczyniowego. Wnioski: Jeśli proponowany przez autorów model okaże się prawdziwy, wczesne działania prewencyjne, podjęte jeszcze przed wystąpieniem jawnych objawów klinicznych depresji i/lub chorób układu sercowo-naczyniowego, mogą opóźnić wystąpienie tych poważnych schorzeń lub zapobiec mu

Cardiovascular magnetic resonance parameters of atherosclerotic plaque burden improve discrimination of prior major adverse cardiovascular events

<p>Abstract</p> <p>Aims</p> <p>Patients with prior major cardiovascular or cerebrovascular events (MACE) are more likely to have future recurrent events independent of traditional cardiovascular disease risk factors. The purpose of this study was to determine if patients with traditional risk factors and prior MACE had increased cardiovascular magnetic resonance (CMR) plaque burden measures compared to patients with risk factors but no prior events.</p> <p>Methods and Results</p> <p>Black blood carotid and thoracic aorta images were obtained from 195 patients using a rapid extended coverage turbo spin echo sequence. CMR measures of plaque burden were obtained by tracing lumen and outer vessel wall contours. Patients with prior MACE had significantly higher MR plaque burden (wall thickness, wall area and normalized wall index) in carotids and thoracic aorta compared to those without prior MACE (Wall thickness carotids: 1.03 ± 0.03 vs. 0.93± 0.03, p = 0.001; SD wall thickness carotids: 0.137 ± 0.0008 vs. 0.102 ± 0.0004, p < 0.001; wall thickness aorta: 1.63 ± 0.10 vs. 1.50 ± 0.04, p = 0.009; SD wall thickness aorta: 0.186 ± 0.035 vs. 0.139 ± 0.012, p = 0.009 respectively). Plaque burden (wall thickness) and plaque eccentricity (standard deviation of wall thickness) of carotid arteries were associated with prior MACE after adjustment for age, sex, and traditional risk factors. Area under ROC curve (AUC) for discriminating prior MACE improved by adding plaque eccentricity to models incorporating age, sex, and traditional CVD risk factors as model inputs (AUC = 0.79, p = 0.05).</p> <p>Conclusion</p> <p>A greater plaque burden and plaque eccentricity is prevalent among patients with prior MACE.</p