3. Electronic Theses and Dissertations (ETDs) - All submissions

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    Mathematical knowledge for teaching fractions and related dilemmas: a case study of a Grade 7 teacher
    (2009-01-16T09:25:42Z) Govender, Sharon
    ABSTRACT This study investigates what and how mathematics (for teaching) is constituted in classroom practice. Specifically mathematical knowledge for teaching fractions in Grade 7. One teacher was studied to gain insight into the mathematical problemsolving the teacher does and the dilemmas he faces as he goes about his work. The analysis of the data show that the mathematical problem-solving that this particular teacher engaged in can be classified as demonstrating, encouraging and working with learner ideas. He appealed to mathematics (rules & empirical), experience (everyday) and the curriculum (tests and exams) to fix meaning. The mathematical problem solving and appeals he made threw up dilemmas of representing the content, competing goals and student thinking. This aided in providing a description of what mathematics for teaching is in this practice. The report concludes with a discussion of what teachers need to know or study in order to become better mathematics teachers and where do they find these courses to accommodate their need to improve as mathematics teachers.
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    Mathematical knowledge for teaching: a focus on the mathematical work of a grade 8 teacher when introducing algebra
    (2008-10-20T13:17:01Z) Talasi, Tatolo
    This study investigates mathematical knowledge for teaching. One Grade 8 teacher was interviewed and observed for one week while teaching algebra to 8th graders. I focused on mathematical problems that confronted her as she went about her work, the mathematical work of teaching she grappled with, the knowledge resources she called on as well as the algebraic activities that she presented to her learners. The analysis shows that she wrestled with explaining, representing, questioning, defining, working with learners’ ideas while restructuring tasks was entirely absent in this practice. It was interesting to see that learners were exposed to representational, transformational and reading activities of algebra and not the generalizing and justifying activities of algebra. The analysis further shows that this teacher drew on mathematics, curriculum and her experience in order to sustain her practice. Based on the findings of this study I argue that mathematical knowledge for teaching in this practice is empirical, with a strong focus on conventions as well as terminology; and is characterized by representational, transformational and reading activities.
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    Perceptions of recent wits physiotherapy graduates regarding the Orthopaedic Manipulative Therapy (OMT) undergraduate curriculum content
    (2006-11-10T11:16:55Z) Nkusi, Anita; Shunbaga, Gounden
    Orthopaedic manipulative therapy (OMT) like other areas of physiotherapy, is a rapidly advancing field. To keep abreast of changes, curricula need regular evaluation and updating. The curriculum consists of many components that may vary from content to timetabling. The aim of this study was to determine how past graduates from the University of the Witwatersrand perceived the OMT curriculum with regards to content, teaching methods and clinical learning. This information will contribute to an overall evaluation of the present OMT curriculum. The sample consisted of graduates from 1997-1999. Questionnaires and interviews were used to gather the information. Some interviews were carried out following analysis of answers to the questionnaire to clarify issues or gain additional information. Results indicated that eighty one percent of the sample found the content relevant to clinical practice, but forty two percent found certain aspects of the content inadequate. The following areas of content were deficient: sixty percent found information on patient education, advice and counseling related to OMT inadequate. Fifty five percent would have liked to be more exposed to research in this area. Sixty seven percent felt that teaching of clinical reasoning skills was lacking. Ninety four percent would have liked information on other joint mobilization concepts. It was perceived that active learning methods were more effective than passive learning methods. Fifty eight percent found tutorials, sixty eight percent found practical sessions, and fifty eight percent found workshops very effective. With regards to clinical learning, seventy seven percent found supervision very helpful in clinical placements. Eighty one percent found patient presentations helpful, and seventy one percent found discussion of patients with lecturers very helpful. Most responses indicated that the OMT curriculum was relevant to current practice in South Africa but inadequate in certain specific areas.
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