Information communication technology interventions in TVET mathematics N4 integral calculus
Date
2018
Authors
William, Hlako Mmachuene
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Abstract
Technical and Vocational Education and Training (TVET) College engineering students
experience many challenges in the deep learning of calculus and the definite integrals in
particular. This research identified the types of errors and misconceptions TVET engineering
students showed on the definite integral and its applications. The study further explored how
Information Communication Technologies (ICT) tools could help diminish these errors and
misconceptions. The study is underpinned by constructivism learning theory and hints bridging
theories such as Actions-Process-object and System (APOS) theory, Concept image and
concept definitions, Kilpatrick `s five strands of mathematical proficiency, Mathematics
content knowledge, etc. Data collection was done in four stages which consisted of First-Test
Task, interviews, correction session coupled with feedback, class discussions and re-teaching
of topic using ICT tools and Follow up-Test Task. The tasks consisted of carefully selected
questions aiming at probing and soliciting error types and misconceptions of students in this
section of Calculus. An intervention strategy used to re-teach the topic through the use of ICT
tools was implemented. A follow-up test task was written. This was done to determine the
extent this intervention helped to diminish observed errors and misconceptions. The results of
the ICT intervention showed a great improvement as less errors and misconceptions were
committed. It is therefore recommend that ICTs be used in the teaching and learning of calculus
in TVET Colleges and further research be conducted on the TVET N4 mathematics background
knowledge of calculus before learning definite integral
Description
A Research Report submitted to the Faculty of Education, University of Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Master of Education
May 2018