Wits School of Education (ETDs)

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Browsing Wits School of Education (ETDs) by Author "Asvat, Zaheera Jina"

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    Exploration of calculation strategies in doubling and halving with grade 3 learners
    (University of the Witwatersrand, Johannesburg, 2023-03) Mtsweni, Thobile; Asvat, Zaheera Jina
    A crisis reported is that the majority of learners do not achieve development in number sense. Unit counting is the preferred method of counting, and consequently, fluency and conceptual understanding of numbers are lost. This study addresses the need for early intervention that focuses on the progression of learners towards the use of more efficient strategies. Specifically, the study aimed to explore doubling and halving strategies with Grade 3 learners through an intervention to develop learners’ calculation strategies using the adapted pre-test, intervention, and post-test from the Mental Starter Assessment Project (MSAP). The sample included 24 Grade 3 learners, which comprised a control group and an intervention group. The study employed Piaget’s theory of cognitive development, which focuses on how learners process new knowledge. Findings indicate that before the intervention, the learners in the control and intervention groups relied on counting strategies to solve doubling and halving problems, and the alternative strategies that were used were not clear. The intervention group was exposed to the various doubling and halving representations of the strategy. However, the findings show that the intervention group performed only slightly better in the strategic calculating and strategic thinking categories than the control group. These findings indicate that a shift in learning can happen, albeit slower than expected. Further research is needed across contexts and learners to indicate ways in which the intervention could be improved.
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    Exploring learner errors and misconceptions in algebraic expressions with Grade 9 learners
    (University of the Witwatersrand, Johannesburg, 2023-09) Stemele, Bulelwa Penelope; Makonye, Judah; Asvat, Zaheera Jina
    Mathematics is a crucial skill for the acquisition of relevant skills in society and is required for admission to South African universities and other higher education institutions. However, South African learners’ performance in mathematics on local and international educational achievement tests has been a major source of concern. Algebra is one area of mathematics that learners struggle with. Algebra is challenging because it is a more abstract form of mathematics and learners are unable to relate it to their daily lives. Algebra is essential because it serves as the foundation for further study in mathematics and other disciplines. Learners in Grade 9 struggle with the variables, equations, and abstract concepts found in algebra. Most errors and misconceptions that learners commit in mathematics stem from a lack of algebra background knowledge. Therefore, the purpose of this study was to explore algebraic expression errors and misconceptions in Grade 9. The study was based on the Vygotskian sociocultural theory of learning. According to the Vygotskian sociocultural theory, teachers and mathematics manipulative plays an essential role in facilitating learning in their learners Zone of Proximal Development (ZPD). A mixed-methods study was used to explore the errors and misconceptions committed by Grade 9 learners when solving algebraic expressions. The data was collected through tests and learner interviews from a class of 22 Grade9s. After analysing the pre-test data and identifying common errors and misconceptions, an intervention involving the use of algebra tiles to teach algebraic expressions was implemented. Firstly, my study supports the error types identified in the literature. Secondly, my study demonstrates an improvement in performance on the post-test following an intervention using algebra tiles. According to research, the use of manipulatives helps learner construct a conceptual understanding by consolidating abstract ideas. This study adds to previous research indicating the usefulness of manipulatives in mathematics classrooms.