Exploring multiplicative reasoning with grade four learners through structured problem solving

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dc.contributor.authorHansa, Sameera
dc.date.accessioned2018-02-19T12:03:47Z
dc.date.available2018-02-19T12:03:47Z
dc.date.issued2017
dc.descriptionResearch Report submitted to the Wits School of Education, Faculty of Science, University of the Witwatersrand, Johannesburg In partial fulfilment of the requirements For the degree of Master of Science (Mathematics Education) Johannesburg, 2017en_ZA
dc.description.abstractSouth Africa’s performance in mathematics education is ranked amongst the world’s worst. This performance is not only alarming at an international level, but also nationally. Annual National Assessments (ANA) conducted by the Department of Education have showed that the level of mathematics across the foundation and intermediate phase is poor with a pronounced dip in performance at a Grade 4 level (Department of Basic Education, 2014). Multiplication and division are common challenging areas that contribute to this poor performance. This is concerning as mathematics is globally recognised as a key competence for providing access to higher education and developing a country’s society and economy. My study, aimed at exploring multiplicative reasoning with Grade 4 learners through structured problem solving, is focused on the learning of multiplication and division within the context of an intervention concentrated on developing learners’ ability to model multiplicative situations. Shifts in the use of models were investigated following a smallscale intervention in which different modelling approaches (particularly ratio modelling) were introduced and developed. A control group was used to determine the usefulness of the intervention. Questions which I sought to answer were: (a) what kinds of multiplicative reasoning (models) are Grade 4 learners using prior to intervention, (b) what changes, if any, are seen in overall performance, across the intervention and control group, in the post-test, and, (c) what kinds of differences in model use were associated with the shifts in performance? The main dataset comprised of 61 pre- and post-test scripts across three Grade 4 classes in a former Model C school in a Johannesburg district. A sample of 15 interviews were also conducted across the classes. Document analysis and transcription notes were used to analyse data with a Realistic Mathematics Education (RME) framework informing my analysis. Findings from my study reveal that prior to intervention, Grade 4 learners presented limited multiplicative models which were predominantly confined to traditional algorithms. After the small-scale intervention, learners used a broader range of models with an emerging take up of ratio models. The success rate associated with the models presented by learners also improved. Limited and/or no changes in model use and their respective success rates were seen in the control group suggesting that the intervention program was useful. These findings suggest that, as a future recommendation, it would be worthwhile to investigate the outcomes of running a similar intervention in less privileged settings.en_ZA
dc.description.librarianMT 2018en_ZA
dc.format.extentOnline resource (ix, 122 leaves)
dc.identifier.citationHansa, Sameera (2017) Exploring multiplicative reasoning with grade four learners through structured problem solving, University of the Witwatersrand, Johannesburg, <http://hdl.handle.net/10539/24019>
dc.identifier.urihttps://hdl.handle.net/10539/24019
dc.language.isoenen_ZA
dc.subject.lcshProblem solving
dc.subject.lcshMathematics--Study and teaching (Primary)--South Africa
dc.subject.lcshNumber concept in children--South Africa
dc.titleExploring multiplicative reasoning with grade four learners through structured problem solvingen_ZA
dc.typeThesisen_ZA
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