Investigating learner experiences and views of learning mathematics in the context of HIV and AIDS
Date
2008-11-24T11:26:18Z
Authors
Ndhlovu, Vincent Tebogo
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
In order to investigate mathematics learning where a context of HIV and AIDS is used, I chose a case study
research method. The method includes interviews, questionnaires, classroom observations, video recording
of teacher lessons, participant observation and field notes. I focused on one grade 9 class with 25 learners
and one mathematics educator.
The study shows that context assists learners to participate meaningfully in the classroom, while motivating
them and making learning fun. Secondly, in activities that foregrounds mathematics, learners shifted from
the application of their general knowledge of context to focus on mathematical knowledge.
Learners tend to ignore factors that are significant to real life or context of the task. When the researcher
probed learners their responses shifted towards establishing an authentic connection between mathematics
and application of mathematics in everyday lives. In other words in this case study context enables
learners to see the value of solving problems within and outside mathematics. Furthermore, in this study
context assisted learners to develop positive values and attitudes, and appropriate the role of mathematics
in responding to social, political and economical issues.
Description
Keywords
AIDS, HIV, mathematics, learning, psychological aspects