Abstract
M.Ed.
The objective of this study was to explore the possibilities of applying and using
the computer in the Mathematics classroom. The effectiveness of the various
possibilities of this application was of particular importance, as the main
motivation for the use of the computer as educational aid in the Mathematics
classroom was to promote learning effectively and to transform learners from
passive to active participators in the learning environment.
A literary study was assigned to a broad discussion of three learning theorems.
The behaviourist, information processing and constructivist learning theories
were weighed up against one another. The distinguishing characteristics of each
one, as well as implications thereof on the effective learning of Mathematics,
were analysed. The nature of mathematical knowledge serves ultimately as
criteria for effective learning. A list of criteria and guidelines, which the learning
situation had to meet, in order to promote effective learning in Mathematics, was
presented before the computer could be considered as an alternative teaching
strategy. In the course of the study, there was regular reference to the computer as a tutor.
Varius advantages and disadantages of computer aided instruction (CAI) in the
Mathematics classroom were discussed thoroughly. Four types of CAI
approaches were seen as alternatives to traditional teaching methods. Each of
these approaches was weighed up against the suggested/recommended list of
criteria which the learning situation should meet in order to promote effective
learning.
As an alternative to these approaches, the possibilities of application software
were considered. This study focused particularly on the possibilities of the use of
spreadsheets in the Mathematics classroom. Various advantages and disadvantages of the implementation of spreadsheets in the Mathematics
classroom were discussed thoroughly.
During an empirical study, a lesson unit, implementing spreadsheets as teaching
aid, was put to the test and its value assessed. The success of this lesson unit
was evaluated according to a West.
In conclusion, it can be assumed that constructivist learning theory principles
served as a foundation for this study which effectively promoted learning. The
learners were constructively active, on the computer, and were guided in their
construction of knowledge with the assistance of inductive questions and
observation of the spreadsheet generated graphs. In a group situation, the
learners supported one another and the teacher acted merely as facilitator. By
using spreadsheets in the Mathematics classroom as an alternative to the
traditional CAI material, learning could be effectively promoted as the
progression of lesson aspects and phases depended on the foundation of
constructivism.