3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Exploring grade 2 mathematics classrooms as sites of inclusive practice(2019) Mubviri, Pamela LilianItem Perceived practices of primary school mathematics heads of department(2019) Slabbert, BrianIn this study the researcher investigates what educators perceive the practices of mathematics HoDs to be in independent primary schools. A literature review was conducted and it was determined that there is a need for further research into the practices of HoDs at independent primary schools. A qualitative research approach was decided on and two case studies were done at two independent primary schools in Johannesburg. The data collected was recorded, compared and analysed to provide further insight into the perceived practices of HoDs. The findings show that there is not one set of practices of a HoD but multiple and that the practices of the HoD depend on the institution. The vision, mission and the culture of the institution, as well as the approach by senior management, will play a major role in what the practices of the HoD at that institution will be. It also leads us to conclude that arguing that there are set practices for HoDs is incorrect, instead it is the school context that will determine the practices of HoDs. From the findings the researcher attempts to provide a better understanding of the topic and makes suggestions into possible future research that could be conducted.Item Improving the quality of matric learner performance in mathematics and science in Gauteng(2014-02-03) Ngobese, Constance NompumeleloThe foremost argument of this research is that the quality of matric learner performance in mathematics and science is poor. The objective of the research is to investigate the factors leading to poor performance in mathematics and science at matric level in Gauteng, South Africa. The research seeks to validate whether or not decision-making, policy and planning contribute to poor learner performance. Five documents addressing mathematics and science education matters were analyzed. Six candidates were interviewed to determine the causes of poor performance in mathematics and science at matric level in Gauteng and how the quality of learner performance could be improved. The findings confirmed that the quality of passes in mathematics and science is indeed poor and showed that the National Policy on Promotion and Progression Requirements Grades R-12 in particular contributes to this poor quality of learner performance. They also confirmed that poor decision-making at strategic level and poor planning are also contributors towards poor learner performance. Scenario planning, as a strategizing foresight tool, was employed to create the Gauteng scenarios for mathematics and science education in 2022. A recommendation is made that the GDE should use these scenarios as learning tools when preparing for the future and to improve their planning and decision-making processes.Item Examining revoicing practices of two Johannesburg teachers.(2012-09-21) Sherman, JessicaThis study aims to address the need to support the improvement of teaching practices of South African mathematics teachers. Both international and South African literature suggest that orchestrating whole class discussion by using the practice of revoicing, can support learner appropriation of mathematical discourse, and that it is particularly suited to multilingual environments. Given the staying power of traditional style teaching, this study explores revoicing as a feedback practice within this style of Initiate, Respond, Evaluate/ Feedback (IRE/F) format. Two grade 6 mathematics teachers in Johannesburg were interviewed and their lessons were observed, filmed and analysed using a detailed coding instrument. The teachers were found to be giving as much revoicing as non-revoicing feedback to their learners and that revoicing was used in limited ways, mostly different to those suggested in the literature and not always productively. Key categories of revoicing seen in this study were repeating to affirm learners as well as rephrasing into mathematical language and funnelling learners towards correct answers. The contribution of this research to the field has been to expose the different ways in which two South African teachers are already using the practice of revoicing, in order to see the potential for further research and improved practice.Item Students' motivations and actions when they learn mathematics using CAS : a study using an activity theory approach.(2012-02-29) Periasamy, JeevasundarieI explore students‟ motivations towards using Computer Algebra Systems (CAS) in learning mathematics, their associated actions and the relationship between their motivations and actions. Leontiev‟s (1978) philosophy of needs, motives and goals provides a powerful theory within which to understand students‟ motivations and actions in a learning context mediated by tools, thus the study is located within the framework of Leontiev‟s activity theory. It draws particularly on his notions of activity, actions and operations, as well as on Western motivational concepts of achievement goal theory and expectancy-value theory. Specifically, the notions of mastery approach goal-orientations, performance approach goal-orientations and social goal-orientations are examined, as are task value components (comprising „importance‟ of task, intrinsic reasons and extrinsic utility value). I also discuss indexes of motivation, which comprise choice of tasks, effort and persistence. An important theoretical contribution of this thesis lies in the elaboration of the aforementioned Western motivational constructs to the activity theoretical construct of motives. The latter conception comprises three groupings: self-related, cognitive and social motives, as postulated by the activity theorist Lompscher (1999). Set within the qualitative research paradigm, this study utilises case study methodology. Methods of data collection include four interviews for each of the three participants, observations of the participants during two problem-solving sessions, and consequent computer screen analyses of these sessions. The mathematical problems involved the numerical solutions of differential equations using MATLAB. The participants were students studying towards vocational (diploma) qualifications in Mechanical and Electrical Engineering at a comprehensive university in South Africa. My research illustrates the relationship between the expressed needs, motives and goals of the individuals regarding their involvement in the activity of using MATLAB in mathematical learning within a third semester, Mathematics 3 service course.Item An investigation of the constitution of the legitimate text and opportunities to learn number pattern in Grade 11(2012-02-27) Luxomo, Nontsikelelo NtsikiThis study was concerned with the constitution of the ‘legitimate text’ - a key construct in Basil Bernstein’s (2000) theory of the pedagogic device. The question the study sought to understand was: what is constituted as the legitimate text across the mathematics education literature, the official curriculum document, in the official assessment texts, and in the textbook used in the classroom observed for the topic of number pattern. These sources were compared with what was constituted as the legitimate text in a sequence of five lessons based on number patterns in Grade 11 in an inner city school. This was a qualitative case study, the methodology of which was framed by Bernstein’s theory which explains the sociological nature of knowledge, the implicitness and explicitness of the communication for the acquisition of the legitimate text and hence opportunities to learn. One teacher was observed while teaching number pattern to a G11 class in an inner-city high school in Johannesburg in South Africa. A sequence of five lessons was videotaped and transcribed. The documents were analysed. One broad evaluative event with numerous sub-events called input objects were used to chunk the data into more manageable units of analysis. A framework emanating from the literature and from the analysis of the curriculum was used to present and categorise the legitimate text from the documents and the classroom. Kieran’s (2007) model of school algebra was used to do the analysis as well as Dowling’s (1998) model of domains of practice. The results of the study showed that the documents did not align with each other in terms of what they constituted as the legitimate text. It was found that the teacher aligned with the curriculum document. The results revealed that the teacher preferred working with numeric contexts. The consequence of this misalignment was that the documents created an additional work load for the teacher to understand and interpret them (documents).Item Exploring connections between mathematics and arts and culture : a case study involving two grade 9 Arts and Culture teachers(2009-07-30T10:21:45Z) Dhlamini, JabulaneThis report presents results of an empirical study which investigated how two grade 9 Arts and Culture teachers incorporated mathematics in their Arts and Culture lessons in their classrooms in South Africa. The study was implemented through concept mapping activities undertaken by these Arts and Culture teachers. Data was collected from these concept mapping activities and follow-up interviews with teachers. The analysis of the collected data revealed that teachers grapple with the notion of integration, particularly, when it comes to the transfer knowledge and skills across different learning contexts. Lack of proper training, insufficient teacher knowledge and inadequate support from curriculum designers seem to be the most inhibiting factors for teachers to navigate successfully through the notion of integrated teaching and learning. However, in a bid to deal with these new pedagogical challenges, it was observed that teachers resort to other forms of integration, such as relying on students in order to forge links between subjects of learning. The analysis of data from this study raised important pedagogical issues about the link between integrated teaching and teacher content knowledge, and the apparent need for teachers to transform their identities. Drawing from the theory of situated learning, this study has argued that, although integration between fields of learning is desirable in teaching and learning, it is highly problematic in actual practice. For instance, through this study, it was observed that Arts and Culture teachers struggle to use their knowledge of Arts and Culture and mathematics in order to forge connections between the two fields of learning. The study has also drawn from Bernstein‟s theoretical constructs in order to argue that teachers, particularly those in different learning fields like Arts and Culture and mathematics, intuitively posses different „pedagogical codes‟ which account for their inability to negotiate meaning across different learning contexts. Finally, the study has explored and exploited the argument presented through the van Hiele‟s theoretical framework that students turn to progress quicker in geometry (mathematics) when learning takes place in different styles. I have subsequently used this theoretical framework to argue that connections between Arts and Culture and mathematics should be encouraged at school level, as Arts and Culture could provide an exciting pedagogical environment for the teaching and learning of mathematics, which is often construed to be abstract.Item Teaching and learning linear programming in a Grade 11 multilingual mathematics class.(2008-06-17T08:02:21Z) Mpalami, NkosinathiThis report presents a qualitative case study, which explored how a Grade 11 mathematics teacher in a multilingual classroom used the learners’ home languages in order to support their understanding of concepts in Linear Programming. The study involved one teacher together with his Grade 11 learners and was carried out in a township school located in the Eastrand, Johannesburg. Data was collected through lesson observations of five consecutive lessons and a reflective interview with the teacher. The situated-sociocultural perspectives guided the study. The analysis shows that the teacher used learners’ home languages deliberately; in mathematics tasks, for asking questions, to re-voice learners’ contributions, for encouraging learners’ participation in mathematical discourses and practices, and for probing learners’ thinking. In general, the use of learners’ home languages enhanced learners’ understanding of Linear Programming concepts. The study also highlights the complexities of translating mathematics tasks from English to learners’ home languages.Item An investigation into mathematics for teaching; The kind of mathematical problem-solving a teacher does as he/she goes about his/her work.(2007-03-01T13:17:21Z) Pillay, VasenThis study investigates mathematics for teaching, specifically in the case of functions at the grade 10 level. One teacher was studied to gain insights into the mathematical problem-solving a teacher does as he/she goes about his/her work. The analysis of data shows that the mathematical problems that this particular teacher confronts as he goes about his work of teaching can be classified as defining, explaining, representing and questioning. The resources that he draws on to sustain and drive this practice can be described as coming from aspects of mathematics, his own teaching experience and the curriculum with which he works. Of interest in this study are those features of mathematical problemsolving in teaching as intimated by other studies, particularly restructuring tasks and working with learners’ ideas; which are largely absent in this practice. This report argues that these latter aspects of mathematical problem-solving in teaching are aligned to a practice informed by the wider notion of mathematical proficiency. The report concludes with a discussion of why and how external intervention is needed to assist with shifting practices if mathematical proficiency is a desired outcome, as well as with reflections on the study and its methodology.Item Factors influencing teachers'choice and use of tasks for formative assessment of mathematics in grades 2-6(2006-10-25T13:15:54Z) Wilson Thompson, BronwenAbstract This study explores teachers’ understanding about ways in which assessment supports learning and teaching within the context of grappling with the new curriculum. It argues that formative assessment, supports a socialconstructivist view of learning and teaching. It suggests that formative assessment functions in a fundamentally different way to summative assessment, and could assist teachers in moving towards a more conceptual approach to learning and teaching. Teachers’ views are explored in focus groups in which teachers discuss their choice and use of either traditional or alternative assessment tasks, in their mathematics lessons. The findings suggest, however, that teachers’ ability to use assessment in this way is influenced by their own views of mathematics learning, their current views of assessment, the amount of support provided in the assessment materials, and the practices of the school. Key words Formative assessment Social constructivist Focus groups Phenomenography Primary school Mathematics Assessment Investigations