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    Using branching Google Forms with multimedia to enhance word problem-solving skills in mathematics
    (University of the Witwatersrand, Johannesburg, 2024) Pillay, Yvette Uzziel; Ndlovu, Nokulunga
    South African students perform poorly in mathematics and more specifically in problem- solving. This study found it worthwhile to investigate if branching Google Forms with multimedia was able to enhance Grade 5 students’ word problem-solving skills in mathematics, at a public school in the Johannesburg East region. The chosen theoretical framework was Mayer’s Cognitive Theory of Multimedia Learning. This study employed the action research methodology and compared pre-test and post-test scores after interventions were implemented. Data was analysed using thematic analysis and descriptive statistics. There was an increase in the number of students who indicated having positive emotions towards problem-solving from 22 students in the pre-test to 31 students in the post-test. Students average marks increased from 6 to 11, the class average increased from 40% to 80% and the P value was 0.0001. Overall, out of 41 students, 36 students obtained higher marks in the post-test. All of these statistics indicate that the interventions were successful and that branching Google Forms with multimedia was able to enhance students’ word problem-solving skills in mathematics. Future researchers using Google Forms and conducting research with students from public schools who are not familiar with using the computer, should take more time teaching students how to use the computer as opposed to a computer literacy crash course, which was one of the interventions in this research.
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    An analysis of the affordances for learning probability in a commonly used Mathematical Literacy textboo
    (University of the Witwatersrand, Johannesburg, 2024) Magwaza, Sthembile Lebohang; Essien, Anthony
    The purpose of this study was to explore the examples that are used to present the topic of probability in a commonly used Mathematical Literacy textbook (Platinum Mathematical Literacy) in order to explore the affordances for learning for that are made available to users of this textbook. In this research report, I combine two frameworks, namely the framework for mathematics textbook analysis and the Variation Theory. The Dyadic framework for comprehensive textbook analysis is a result of a combination of the two frameworks. This framework was used to qualitatively analyse the chapter on probability in the Platinum Mathematical Literacy Grade 12 textbook, a textbook commonly used in many South African schools. The results of this study showed that the structure [general structure or example space] should be set out with the intention of exposing the critical features of the object of learning. The study further provided guidelines for textbook analysis to use to select a textbook that will afford learners optimum opportunities to learn.
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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.