27 research outputs found
An investigation into the opportunity to learn that is available to Grade 12 mathematics learners
This study investigated the opportunity to learn (OTL) that is available to Grade 12 mathematics
learners. Learner workbooks were analysed in terms of time on task, curriculum
coverage, curriculum coherence, and cognitive demand. Based on these elements, experienced
mathematics teachers judged the opportunity that the learners have to achieve more than 60%
for each topic. According to the workbooks, the average number of active learning days in this
sample was 54.1 days per annum. This resulted in limited curriculum coverage in almost all
sections in 16 of the 18 under-performing schools. In these schools, learners spent most of their
time practising routine procedures. The high correlation of 0.95 (p < 0.001) between the
experts’ prediction about the opportunity to learn in the different schools (based on the learner
workbooks) and learners’ actual performance in the Grade 12 exam shows that the number,
the coverage, the cognitive level, and the coherence of activities play a major role in understanding
learner performance..http://www.sajournalofeducation.co.zaam2013gv201
The state of mathematics education in Afrikaans schools
Hoërordedenkvaardighede is noodsaaklike basiese vaardighede vir die een-en-twintigste eeu
aangesien rekenaars berekeninge en algoritmes baie vinniger en akkurater kan doen as mense.
Dit beteken dat skole leerders moet toerus om logies te dink, patrone te ontdek, bewyse te lewer,
asook om nieroetineprobleme op te los. Hierdie fasette wat as hoërordedenke geklassifiseer
word, is die kern van wiskundige denke en ontwikkeling. Suid-Afrika neem aan verskeie
internasionaal vergelykende studies deel. Met behulp van hierdie vergelykende studies kan
bepaal word hoe die Afrikaanse wiskundeleerders in Suid-Afrika se prestasie met dié van
leerders in ander lande vergelyk en ook wat die tekortkominge in die wiskundeonderwys
is. Volgens die 2003-TIMSS-uitslae is die probleem in Afrikaanse skole juis dié vrae wat
hoërordedenke vereis. Dit beteken dat die Afrikaanse skole ’n doelbewuste poging sal moet
aanwend om hoërordedenke te ontwikkel. Die 1999-TIMSS-videostudie toon dat die lande
wat die beste presteer, soos Japan, tydens onderrig meer tyd wy aan die ontwikkeling van
begripsvorming en aan die oplos van moeiliker probleme. Die fokus in die presterende lande is
op die ontwikkeling van hoërordedenke deur probleemoplossing. Daar word dus minder tyd
afgestaan aan herhaling van roetine- of soortgelyke oefeninge wat ’n rekenaar ook kan doen.
Die omgekeerde hiervan is ’n tipiese verskynsel in Afrikaanse skole, waar ’n onderwyser
byvoorbeeld een of meer voorbeelde op die bord doen waarna die leerders ’n hele aantal
soortgelyke roetine-oefeninge doen.Higher-order thinking skills are
essential basic skills for the 21st century as computers can do calculations and algorithms
faster and more accurately than people. This means that schools should equip students
to think logically, search for patterns, do proofs and solve non-routine problems. These
activities are part of higher-order thinking, which is the essence of mathematical thinking
and development. South Africa participates in several international comparative studies.
Using these comparative studies, it has been possible to determine how the performance of
Afrikaans mathematics learners in South Africa compares to that of learners of other countries
and also to highlight possible deficiencies in mathematics education. According to the TIMSS
2003 results, Afrikaans learners perform poorly in the TIMSS advanced level questions, where
higher-order thinking is required. This means that Afrikaans schools should purposely develop
higher-order thinking. The TIMSS 1999 Video Study shows that the best performing countries
like Japan spend more time in class on the development of conceptual understanding and
working on complex problems. High-performing countries are focused on the development
of higher-order thinking through problem solving. They also spend less time on doing routine
or repetition exercises which can rather be done by a computer. The contrary is typically the
case in Afrikaans schools where a teacher will for example do one or more examples on the
blackboard and the students will follow and do a number of similar routine exercises.http://www.satnt.ac.zaam2013gv201
Does the use of technology make a difference in the geometric cognitive growth of pre-service mathematics teachers?
This study investigated the geometric cognitive growth of pre-service mathematics
teachers in terms of the Van Hiele levels in a technology-enriched environment, as
opposed to that of students in a learning environment without any technological
enhancements. In order to investigate this, a quasi-experimental non-equivalent
comparison group design was used. Similar course content was used for both the
control and experimental groups. The students worked through a series of geometry
activities and problems. The difference between the groups was that dynamic
geometry software was integrated into the teaching of the experimental group. The
Cognitive Development and Achievement in Secondary School Geometry (CDASSG) Van
Hiele geometry test was used to determine all the students’ level of geometric thinking
before and after the course. The study found that the use of dynamic geometry
software enhanced student teachers’ geometric visualisation, analysis and deduction,
but not their ability to informally justify their reasoning and to understand the formal
aspects of deduction.The Research and Development grant from the University of
Pretoriahttp://www.ascilite.org.au/ajet/ajet28/stols.htm
Why don't all maths teachers use dynamic geometry software in their classrooms?
In this exploratory study, we sought to examine the influence of mathematics teachers’
beliefs on their intended and actual usage of dynamic mathematics software in their
classrooms. The theory of planned behaviour (TPB), the technology acceptance model
(TAM) and the innovation diffusion theory (IDT) were used to examine the influence
of teachers’ attitudes, subjective norms and perceived behavioural control on their
intention to use dynamic mathematics software in their classrooms. The study adopted
the co-relational research design, with both correlation statistics and regression
analysis used to analyse the data. By using stepwise regression analysis, it was
possible to identify the most important belief predictors and their weights for the
different constructs. The results were verified by the use of partial least squares. This
study found that beliefs about the perceived usefulness and beliefs about their level of
technological proficiency are the most important predictors of teachers’ intended and
actual usage of the software. In this preliminary study the suggested simplified model
sufficiently explains 15 (83.3%) of the 18 teachers adaption and use of dynamic
mathematics software in their classrooms.Funding for this research was provided by the National Research Foundation of South
Africa.http://www.ascilite.org.au/ajet/ajet.htm
Can behavioral intentions predict domestic electricity consumer's actual behavior towards energy efficiency?
To reduce domestic electricity consumers consumption of electricity is a global concern. This pilot study investigates the extent to which domestic electricity consumers intend to use and use energy efficiently. A co-relational research design was used to investigate the relationship between the predictor variables and the independent variables in the constructs of the Theory of Planned Behavior which was selected as theoretical framework. A convenience stratified sample of 61 domestic electricity consumers was selected. A questionnaire and telephone response log was used to collect data. Simple linear regression analysis indicates significant statistical evidence of a linear relation between the predictor variables and the independent variables. The participants intended to save between 2% and 35% of their electricity consumption and the actual electricity consumption savings were between 2% and 30%.http://www.sherpa.ac.uk/romeo/issn/1308-7711/am2016Science, Mathematics and Technology Educatio
An application of the Rasch measurement theory to an assessment of geometric thinking levels
The purpose of this study is to apply the Rasch model to investigate both the Van Hiele
theory for geometric development and an associated test. In terms of the test, the objective is
to investigate the functioning of a classic 25-item instrument designed to identify levels of
geometric proficiency. The data set consists of responses by 244 students (106 for a pre-test
and 138 for a post-test) of which 76 students sat both the pre-test and the post-test. The
summary item statistics do not show statistically discernible differences between observed
and expected scores under the Rasch model (Chi-square statistic). The Rasch analysis
confirms to some strong extent the Van Hiele theory of geometric development. The study
identifies some problematic test items as they only require knowledge of a specific aspect of
geometry instead of testing geometric reasoning. In terms of the Van Hiele theory, the Rasch
analyses identified as problematic some items about class inclusion, an issue which has also
been raised in other studies.http://www.tandfonline.com/loi/rmse202016-01-31hb201
Mathematical literacy teachers : can anyone be one?
In this case study, Mathematical Literacy teachers were interviewed and observed in the
classroom in order to provide insight into the way this subject, relatively new in South
African schools, is handled. The focus of this research was the instructional practice
of these teachers specifically in terms of their mathematical knowledge regarding the
subject and its learners. The idea that this subject is inferior to other subjects in general,
but to mathematics in particular, was alluded to by some participants, alongside of the
notion that it was infra dig to teach it. The study revealed that a working knowledge
of mathematics as well as teaching-and-learning skills are necessary for this subject to
achieve what it was meant to do when it was introduced into South African high schools
in 2006.http://www.perspectives-in-education.comam2014gv201
What constitutes effective mathematics teaching? Perceptions of teachers
Beliefs help shape how teachers perceive effective mathematics teaching. Providers of professional
development, be they local or from other countries, need to be cognisant of such perceptions. This
paper seeks to answer the question, ‘What do South African teachers perceive as effective and
ineffective teaching for developing conceptual understanding of mathematics?’ A sample of 46
mathematics teachers was shown vignettes from eight different classrooms where the lesson dealt with
some aspect of teaching fractions, and were then asked to comment on the strengths and weakness of
what they observed. The comments were classified into seven themes with 18 sub-themes or categories.
The majority of the comments focused on two themes, use of materials and modes of instruction. The
various mathematical approaches for developing the concept of fractions received little attention.
Perceptions of which vignette was considered to be the most effective approach to teaching
mathematics resulted in a wide variety of responses. Finally implications for professional development
are explored. It is suggested that in-service courses should be geared to what teachers themselves
consider best practice, and that reflection on practice should play a more significant role in professional
development.Japan Society for the Promotion of Science (Grant number 22653108).http://www.tandfonline.com/loi/rmse202016-09-30hb201
The relationship between teachers' instructional practices and their learners' level of geometrical thinking
This case study describes and investigates the instructional practices of Grades 1
to 5 teachers and the levels of geometry thinking of the learners, according to the
Van Hiele model, with a view to determining whether there is a match between the
instructional practice and the learners’ level of thinking. The instructional practices
of the teachers were observed and analysed, and their learners’ levels of geometry
thinking were accessed through a Van Hiele test. The results suggest that there is
not a simple relationship between the phases of learning, as described by Crowley
in 1987, and geometric development in terms of the Van Hiele levels. It is, however,
possible to explain the geometric development to a limited extent in terms of the Van
Hiele levels of the observed teaching activities. Although the presence of activities on
an appropriate level does not guarantee growth in terms of the Van Hiele model, the
absence thereof results in stagnation. The instructional practices in primary schools
in all Grades should span geometry experiences on all the levels, because the previsualisation
level and Van Hiele Level 1 thinking are still evident up to Grade 5.http://journals.sabinet.co.za/ej/ejour_persed.htmlam2014gv201
Investigating the quality and content of five teachers’ reflection on their teaching of mathematics
In Suid-Afrika is beperkte navorsing gedoen oor onderwysers se reflektiewe klaskamerpraktyk.
Die artikel het dus ten doel om die gehalte en inhoud van wiskundeonderwysers se refleksie of
besinning oor ’n les binne die konteks van lesstudie te ondersoek. Die spesifieke doel van hierdie
studie was om ondersoek in te stel na die gehalte en inhoud van vyf wiskundeonderwysers
se besinning of refleksie voor, tydens en nadat ’n les aangebied is. Die vyf onderwysers (twee
manlik en drie vroulik) het gesamentlik oor hul eie sowel as hul kollegas se wiskundeonderrig
besin. Die onderwysers is doelbewus geselekteer om aan die studie deel te neem. Kwalitatiewe
data is uit onderhoude, lesplanne, klaskamerwaarnemings en reflektiewe skryfwerk of
geskrifte versamel. Daar is bevind dat al die wiskundeonderwysers agterna verbaal en
skriftelik oor hul optrede besin het, terwyl drie van die onderwysers tydens optrede oor
onderrig gereflekteer het. Die ontleding van hul lesplanne het geen bewyse van besinning vóór
optrede (reflect-for-action) gelewer nie, met ander woorde die betrokke onderwysers het nie met
die oog op toekomstige optrede besin nie. Twee onderwysers het wel krities oor hul leerders
se verstaan van wiskunde en oor hul eie onderrig van begrippe besin. Aangesien hulle lede
van die lesbestuderingsgroep was, het dit geblyk dat die hele ervaring ’n kontekstuele faktor is
wat hierdie onderwysers se besinning op ’n positiewe wyse beïnvloed het. Die onderwysers se
ontoereikende taalvaardighede en hul onvermoë om basiese wiskundige begrippe behoorlik
te verbaliseer, het hul reflektiewe praktyk skynbaar egter negatief beïnvloed.Not much research has been done on mathematics teachers’ reflective practice in
South Africa. This article reports on the quality and content of mathematics teachers’ reflections
on a lesson within the context of lesson study. The aim of the study was to investigate the
quality and content of five mathematics teachers’ reflections before, during and after teaching
a lesson. The five teachers (two males, three females) reflected collaboratively on their own
as well as on their colleagues’ teaching of mathematics. The teachers were selected purposely
to participate in the study. Qualitative data were gathered using interviews, lesson plans,
classroom observations and reflective writings. The findings indicated that whereas all the
mathematics teachers reflected on-action verbally and in writing, three of the teachers reflected
in-action while teaching. Based on lesson plan analysis, there was no evidence that these
teachers reflected for-action. Two teachers reflected critically on their learners’ understanding
of mathematics and their own teaching of concepts. Being a member of the lesson study group
experience emerged as a contextual factor that seemed to influence these teachers’ reflections
in a positive way. However, the teachers’ inadequate linguistic skills and inability to verbalise
basic mathematical concepts properly seemed to influence their reflective practice negatively.http://www.satnt.ac.zaam2013gv201