Grade 9 teachers’ perceptions of challenges learners faced in learning equations : a case study
- Authors: Muzenda, Nyaradzai
- Date: 2015
- Subjects: Mathematics - Study and teaching (Secondary)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214632 , uj:21305
- Description: Abstract: This study examined teachers’ perceptions of the nature and scope of the challenges Grade 9 learners faced in learning algebraic equations. This of great interest to mathematics education because mathematics teachers as implementers of curriculum, and what they believe, value or perceive as they work with learners in classrooms is important for staff development programs. Amongst others, Foucault’s (1979) view on the movement of knowledge from the teacher to the learner within the pedagogical relationships was drawn on to understand the teachers’ perceptions. Using a case study design, interviews were conducted with eight qualified and experienced Grade 9 Mathematics teachers and analysis made of learners’ workbooks. The argument is that how teachers taught and guided learners on the normative criteria that are crucial to equations influenced how they understood the subject-content. The opportunities that were created did not enable them to create their own meaning and to take control of what they were learning, hence the challenges could be related to the pedagogical approach used by teachers, overlooking rules and instrumental understanding they seemed to be promoting, nor did their feedback to the learners facilitate relational understanding. The teachers, however, did not see the challenges as embedded in themselves as facilitators of learning but rather in learners’ inability to understand mathematical aspects related to equations. In their view, these together with their behavioral tendencies towards the subject, language barrier, the abstract register in algebra, social and contextual barriers contributed to the challenges. The conclusion is that the way knowledge was conveyed by teachers as authority figures in the classroom influenced what learners could do and who they became as individuals in learning algebraic equations. , M.Ed.
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- Authors: Muzenda, Nyaradzai
- Date: 2015
- Subjects: Mathematics - Study and teaching (Secondary)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214632 , uj:21305
- Description: Abstract: This study examined teachers’ perceptions of the nature and scope of the challenges Grade 9 learners faced in learning algebraic equations. This of great interest to mathematics education because mathematics teachers as implementers of curriculum, and what they believe, value or perceive as they work with learners in classrooms is important for staff development programs. Amongst others, Foucault’s (1979) view on the movement of knowledge from the teacher to the learner within the pedagogical relationships was drawn on to understand the teachers’ perceptions. Using a case study design, interviews were conducted with eight qualified and experienced Grade 9 Mathematics teachers and analysis made of learners’ workbooks. The argument is that how teachers taught and guided learners on the normative criteria that are crucial to equations influenced how they understood the subject-content. The opportunities that were created did not enable them to create their own meaning and to take control of what they were learning, hence the challenges could be related to the pedagogical approach used by teachers, overlooking rules and instrumental understanding they seemed to be promoting, nor did their feedback to the learners facilitate relational understanding. The teachers, however, did not see the challenges as embedded in themselves as facilitators of learning but rather in learners’ inability to understand mathematical aspects related to equations. In their view, these together with their behavioral tendencies towards the subject, language barrier, the abstract register in algebra, social and contextual barriers contributed to the challenges. The conclusion is that the way knowledge was conveyed by teachers as authority figures in the classroom influenced what learners could do and who they became as individuals in learning algebraic equations. , M.Ed.
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Identifying common misconceptions and associated errors the grade 9 learners make when adding and subtracting common fractions
- Authors: Pitsi, Mokgere Esther
- Date: 2016
- Subjects: Mathematics - Study and teaching (Secondary) , Mathematical ability in children
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214712 , uj:21315
- Description: Abstract: Please refer to full text to view abstract , M.Ed.
- Full Text:
- Authors: Pitsi, Mokgere Esther
- Date: 2016
- Subjects: Mathematics - Study and teaching (Secondary) , Mathematical ability in children
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214712 , uj:21315
- Description: Abstract: Please refer to full text to view abstract , M.Ed.
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Addressing the use of ICT in teaching mathematics in Malawian classrooms lecturers’ perception of the usage of ICT
- Authors: Mazolo, Anganile Veronica
- Date: 2018
- Subjects: Mathematics - Malawi - Computer-assisted instruction , Mathematics - Study and teaching (Higher) - Malawi
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286115 , uj:30953
- Description: M.Ed. (Education) , Abstract: Information and Communication Technology (ICT) cannot be separated from mathematics instructions in this 21st century. To address this concern, an explanatory mixed methods investigation of mathematics lecturers’ perception on ICT use was conducted in all public and private Malawian Teacher Training Colleges (TTCs). The study specifically examined the following question: What are the perceptions of Malawian mathematics college lecturers and students on the use of computer technology in mathematics classroom? Data was collected through a questionnaire, observational notes, face-to-face and focus group interviews. Mixed methods data analysis results revealed that lecturers and students have positive attitudes toward the use of computer technology in mathematics instruction. The study further revealed that there are several positive and negative factors (barriers) that influence the use of computer technology in Malawian mathematics college classroom. This study also showed that lecturers and students develop negative views toward computer use due to the associated challenges. This study delineated a few strategies which may assist in addressing these challenges. Three major themes emerged from the data analysis. Firstly, the use of computer technology should be encouraged in the teaching and learning of mathematics in the 21st century. Secondly, the use of computer technology in college mathematics classroom is a rare practice in the country. Thirdly, the number of female mathematics lecturers is significantly lower than their male counterparts in Malawi.
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- Authors: Mazolo, Anganile Veronica
- Date: 2018
- Subjects: Mathematics - Malawi - Computer-assisted instruction , Mathematics - Study and teaching (Higher) - Malawi
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286115 , uj:30953
- Description: M.Ed. (Education) , Abstract: Information and Communication Technology (ICT) cannot be separated from mathematics instructions in this 21st century. To address this concern, an explanatory mixed methods investigation of mathematics lecturers’ perception on ICT use was conducted in all public and private Malawian Teacher Training Colleges (TTCs). The study specifically examined the following question: What are the perceptions of Malawian mathematics college lecturers and students on the use of computer technology in mathematics classroom? Data was collected through a questionnaire, observational notes, face-to-face and focus group interviews. Mixed methods data analysis results revealed that lecturers and students have positive attitudes toward the use of computer technology in mathematics instruction. The study further revealed that there are several positive and negative factors (barriers) that influence the use of computer technology in Malawian mathematics college classroom. This study also showed that lecturers and students develop negative views toward computer use due to the associated challenges. This study delineated a few strategies which may assist in addressing these challenges. Three major themes emerged from the data analysis. Firstly, the use of computer technology should be encouraged in the teaching and learning of mathematics in the 21st century. Secondly, the use of computer technology in college mathematics classroom is a rare practice in the country. Thirdly, the number of female mathematics lecturers is significantly lower than their male counterparts in Malawi.
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Reflective strategies : tools for empowering Zimbabwean primary school teachers in the student teacher mentoring programme (STMP)
- Authors: Zikhali, Edson
- Date: 2016
- Subjects: Student teachers - Training of - Zimbabwe , Teachers - Training of - Zimbabwe , Mentoring in education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/214648 , uj:21307
- Description: Abstract: Student teacher mentoring is implemented in the Zimbabwean education context because of the potential benefits it has for teacher training. This study makes new contributions to student teacher mentoring through exploring current mentoring reflective strategies. It considers the use of mentor reflective strategies and awareness of mentoring roles on trainee teachers. It is intended to answer the question, Can the use of reflective strategies and awareness of mentoring lead to primary school teacher empowerment in the Student Teacher Mentoring Programme (STMP) in Zimbabwe? The STMP has to be carefully examined, since it is the current Zimbabwean policy of teacher training, where teachers caring for student teachers during Teaching Practice (TP) have to play a critical function in this process. Such teachers need to be empowered. To solve this complex issue of empowerment, this study purposively sought to address the challenges faced by the host primary school teachers in the STMP. It also is meant to recommend strategies in facilitating student teachers’ professional development during TP. The theoretical framework of this study hinges upon the Norwegian Action-reflection model of the theory of mentoring which focuses on planned, formalised mentor-mentee conferences (Skagen, 2004). This theory is linked to the Attachment theory (Miles, 2011), which explains the adult relationship where closeness and attachment are critical. The conceptual framework of the thesis focuses on Goldhammer et al.’s (1993) Clinical Supervision model. This model argues that Clinical Supervision is executed in five stages: pre-observation conference; observation; analysis and strategy; post-observation conference; and post-conference analysis. The study also hinges on reflective strategies (Dewey, 1933; Schon, 1991; Eraut, 1995) as well as the empowerment theory (Carl, 2002; Ozturk, 2011; Stein, 1997) which argues that teachers have to be given authority and be decision makers in their practice, including guiding student teachers in their classes. Socio-cultural theories are part of the conceptual framework. A qualitative research approach was adopted, using a multiple case study which attempts to situate the issue of trainee teacher mentoring into perspective within the various training sites. The purposive research sample consisted of school heads, host... , Ph.D.
- Full Text:
- Authors: Zikhali, Edson
- Date: 2016
- Subjects: Student teachers - Training of - Zimbabwe , Teachers - Training of - Zimbabwe , Mentoring in education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/214648 , uj:21307
- Description: Abstract: Student teacher mentoring is implemented in the Zimbabwean education context because of the potential benefits it has for teacher training. This study makes new contributions to student teacher mentoring through exploring current mentoring reflective strategies. It considers the use of mentor reflective strategies and awareness of mentoring roles on trainee teachers. It is intended to answer the question, Can the use of reflective strategies and awareness of mentoring lead to primary school teacher empowerment in the Student Teacher Mentoring Programme (STMP) in Zimbabwe? The STMP has to be carefully examined, since it is the current Zimbabwean policy of teacher training, where teachers caring for student teachers during Teaching Practice (TP) have to play a critical function in this process. Such teachers need to be empowered. To solve this complex issue of empowerment, this study purposively sought to address the challenges faced by the host primary school teachers in the STMP. It also is meant to recommend strategies in facilitating student teachers’ professional development during TP. The theoretical framework of this study hinges upon the Norwegian Action-reflection model of the theory of mentoring which focuses on planned, formalised mentor-mentee conferences (Skagen, 2004). This theory is linked to the Attachment theory (Miles, 2011), which explains the adult relationship where closeness and attachment are critical. The conceptual framework of the thesis focuses on Goldhammer et al.’s (1993) Clinical Supervision model. This model argues that Clinical Supervision is executed in five stages: pre-observation conference; observation; analysis and strategy; post-observation conference; and post-conference analysis. The study also hinges on reflective strategies (Dewey, 1933; Schon, 1991; Eraut, 1995) as well as the empowerment theory (Carl, 2002; Ozturk, 2011; Stein, 1997) which argues that teachers have to be given authority and be decision makers in their practice, including guiding student teachers in their classes. Socio-cultural theories are part of the conceptual framework. A qualitative research approach was adopted, using a multiple case study which attempts to situate the issue of trainee teacher mentoring into perspective within the various training sites. The purposive research sample consisted of school heads, host... , Ph.D.
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Exploring learning and teaching styles of mathematics at an urban university in South Africa
- Authors: Cho, Sanghee
- Date: 2016
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/214501 , uj:21289
- Description: Abstract: A conventional lecture course may be helpful to efficiently disseminate a huge body of content to a large number of students. However, it is possible for students to become passive recipients of knowledge. As a result, the traditional lectures can often produce undergraduates without the skills needed for professional success. One of the recent reforms in mathematics education was the movement towards a student-centered instructional approach. Within this perspective, differences of students can be considered as resources for effective learning and teaching mathematics and learning and teaching style have been given great attention. There has been much debate about the relationship between, and effectiveness of learning styles and teaching styles. Regardless of the inconsistent results from two constructs, there are many benefits for being aware of learning and teaching styles. It can lead to the improvement of various areas of learning and teaching; provision for different views of learning and teaching; aid for the learning process or enhancement of lecturer training, development and assessment. Considering the diversity of students’ backgrounds and abilities in South Africa, an awareness of the value of learning and teaching style will be helpful for more balanced instruction. This study sought to weigh the extent to which such a vision exists in the reality of teaching and learning at university, within the context of the relationships between learning and teaching styles. The learning styles of students and the teaching styles of lecturers in mathematics class were examined at an urban South African university. An explanatory sequential mixed-methods approach was used to identify the prominent learning and teaching styles; and to provide different views of learning and teaching for a balanced instructional approach. The sequential explanatory mixed-methods design called for an initially round of quantitative data collection, which was followed by a qualitative bout of data collection. , Ph.D.
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- Authors: Cho, Sanghee
- Date: 2016
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/214501 , uj:21289
- Description: Abstract: A conventional lecture course may be helpful to efficiently disseminate a huge body of content to a large number of students. However, it is possible for students to become passive recipients of knowledge. As a result, the traditional lectures can often produce undergraduates without the skills needed for professional success. One of the recent reforms in mathematics education was the movement towards a student-centered instructional approach. Within this perspective, differences of students can be considered as resources for effective learning and teaching mathematics and learning and teaching style have been given great attention. There has been much debate about the relationship between, and effectiveness of learning styles and teaching styles. Regardless of the inconsistent results from two constructs, there are many benefits for being aware of learning and teaching styles. It can lead to the improvement of various areas of learning and teaching; provision for different views of learning and teaching; aid for the learning process or enhancement of lecturer training, development and assessment. Considering the diversity of students’ backgrounds and abilities in South Africa, an awareness of the value of learning and teaching style will be helpful for more balanced instruction. This study sought to weigh the extent to which such a vision exists in the reality of teaching and learning at university, within the context of the relationships between learning and teaching styles. The learning styles of students and the teaching styles of lecturers in mathematics class were examined at an urban South African university. An explanatory sequential mixed-methods approach was used to identify the prominent learning and teaching styles; and to provide different views of learning and teaching for a balanced instructional approach. The sequential explanatory mixed-methods design called for an initially round of quantitative data collection, which was followed by a qualitative bout of data collection. , Ph.D.
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Implementation of critical thinking in Grade 3 mathematics classrooms : a case study
- Authors: Garcer, Albert
- Date: 2018
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/291895 , uj:31711
- Description: Abstract: This research case-study was motivated by the need to explore the implementation of critical thinking, as well as the instructional implications of promoting critical thinking in a foundation phase classroom, by determining whether Grade 3 math teachers prioritize the promotion of effective critical thinking skills in the subject of mathematics. The following research question guided the research study: “What effective approaches do foundation phase teachers employ, as a teaching strategy, to promote effective critical thinking skills in a Grade 3 mathematics classroom”. To address the main question, the following sub-questions were posed: What is Grade 3 math teachers’ understanding of critical thinking? How do Grade 3 math teachers foster critical thinking skills in their math classrooms? How does learners’ prior content knowledge impact influence their critical thinking skills? The case study made use of a qualitative research design in the form of a case-study to answer the above questions. The research sites were two primary schools in Gauteng, South Africa. The sampled participants for this study were two Grade 3 classes from which 18 learners were purposively selected. The data collection instruments that were used included interviews, field notes and learners’ written assessments. The learner assessments were conducted prior to the learner interviews. The results of learners’ assessments and interviews were assessed and compared to determine whether teachers’ implementation of their various critical thinking strategies was effective and promoted critical thinking skills within learners, when they took the assessments. Learners solved problems and explained the rationale behind how they solved the word problems in more detail during the interview. Learners could give verbal accounts of their methods during the interview. Both the assessments and interviews made way for the researcher to rate learners’ critical thinking skills using the Learners’ Interview and Assessment Analysis Grid (LIAAG). The study found that there were three main factors that influenced the effectiveness of teachers’ approaches towards implementing and promoting critical thinking as a teaching strategy, in a mathematics classroom. These were namely: teachers’ understanding of critical thinking skills; teaching methods; and learners prior content knowledge. These factors manifested through a reflection of high levels and stages of the Learning Framework in Numbers (LFIN) as well as Stages of Early Arithmetic Learning (SEAL), in the learners’ problem-solving strategies... , M.Ed.
- Full Text:
- Authors: Garcer, Albert
- Date: 2018
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/291895 , uj:31711
- Description: Abstract: This research case-study was motivated by the need to explore the implementation of critical thinking, as well as the instructional implications of promoting critical thinking in a foundation phase classroom, by determining whether Grade 3 math teachers prioritize the promotion of effective critical thinking skills in the subject of mathematics. The following research question guided the research study: “What effective approaches do foundation phase teachers employ, as a teaching strategy, to promote effective critical thinking skills in a Grade 3 mathematics classroom”. To address the main question, the following sub-questions were posed: What is Grade 3 math teachers’ understanding of critical thinking? How do Grade 3 math teachers foster critical thinking skills in their math classrooms? How does learners’ prior content knowledge impact influence their critical thinking skills? The case study made use of a qualitative research design in the form of a case-study to answer the above questions. The research sites were two primary schools in Gauteng, South Africa. The sampled participants for this study were two Grade 3 classes from which 18 learners were purposively selected. The data collection instruments that were used included interviews, field notes and learners’ written assessments. The learner assessments were conducted prior to the learner interviews. The results of learners’ assessments and interviews were assessed and compared to determine whether teachers’ implementation of their various critical thinking strategies was effective and promoted critical thinking skills within learners, when they took the assessments. Learners solved problems and explained the rationale behind how they solved the word problems in more detail during the interview. Learners could give verbal accounts of their methods during the interview. Both the assessments and interviews made way for the researcher to rate learners’ critical thinking skills using the Learners’ Interview and Assessment Analysis Grid (LIAAG). The study found that there were three main factors that influenced the effectiveness of teachers’ approaches towards implementing and promoting critical thinking as a teaching strategy, in a mathematics classroom. These were namely: teachers’ understanding of critical thinking skills; teaching methods; and learners prior content knowledge. These factors manifested through a reflection of high levels and stages of the Learning Framework in Numbers (LFIN) as well as Stages of Early Arithmetic Learning (SEAL), in the learners’ problem-solving strategies... , M.Ed.
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Exploring the most common misconceptions and the associated errors that student teachers at foundation phase display when studying fractions for teaching
- Authors: Maseko, Jeremiah Sicelo
- Date: 2019
- Subjects: Mathematics - Study and teaching (Elementary)
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/398134 , uj:33128
- Description: Abstract : The teaching and learning of rational numbers in the schooling system has long been arduous and problematic for both teachers and learners for a long time. The aim of this study was to gauge the level of cognitive understanding of rational numbers (specifically the fractions-decimals-percentages triad) of the one hundred and seventeen (117) 2015 Foundation Phase first-year student teachers. These students from different school environments and contexts in learning mathematics, encompassing a range of demographics and equally varying levels of competencies, before this cohort, lacked this background knowledge as well. I believe it is better to know their strengths and weaknesses to provide effective support structures in their first-year second-semester mathematics class. The secondary aim of this study was to ascertain the validity of the instrument that was used to elicit their mathematical cognition and answer the question “What are the most common misconceptions and their associated errors that student teachers at foundation phase display when studying fractions for teaching?” There are attributes of difficulty, in part, to the need to mentally represent a common fraction like 𝟕 𝟐𝟎 . The brain recognises the whole numbers 7 and 20 as local values and 0.35 as global value (Gabriel, Szucs, & Content, 2013). For many it was not automatic or easy for the learners and adults to cross the bridge from whole numbers to conceptualise fractions. The rational number knowledge of student teachers, in particular, the relationships and equivalence of fractions-decimals-percentages, and including their comparison and ordering, is the focus of this thesis. Each of the triad concepts has associated misconceptions that appear to emerge from working with whole numbers and seem to interfere with boundaries associated with these new concepts. The research design involved constructing an assessment instrument that included apposite sixty-seven (67) questions with ninety-three (93) items deemed to be varying in soliciting the proficiency levels of the students in triad. The collected data is analysed through the use of two lenses. Mapping relationships and learning progress is done in the Structure of the Observed Learning Outcome (SOLO) plotting levels of cognitive demands as it becomes more complex (Biggs & Collis, 1982). Secondly, the application of the Rasch Model provides an indication of the successful, or otherwise, construction of this v proficiency-based measuring instrument, thereby enabling a reflective approach to the construct being tested and the instrument. Student responses were analysed into five main categories and allocated question items that solicited relevant and most applicable fluencies to facilitate the descriptive analysis process. A majority of misconceptions were displayed in categories of manipulating fractions symbols (operations); comparing and sequencing; as well as in alternative forms (equivalence). The category solving mathematical word problems with fraction elements was difficult; while the understanding of the triad concepts was managed well by the students. A five-member focus group of students along a scale of ability levels enabled additional insights through interview discussions into the misconceptions and associated errors at two selected focus points that are the operations as well as on the ordering and sequencing. The identified knowledge gaps can be filled by re-teaching the concepts and using the instrument to authenticate the acquired knowledge. We were able to conclude that a refined instrument, applied to university first-year students, can inform the teaching and learning of the triad domain of rational number concepts. , Ph.D. (Mathematical Education)
- Full Text:
- Authors: Maseko, Jeremiah Sicelo
- Date: 2019
- Subjects: Mathematics - Study and teaching (Elementary)
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/398134 , uj:33128
- Description: Abstract : The teaching and learning of rational numbers in the schooling system has long been arduous and problematic for both teachers and learners for a long time. The aim of this study was to gauge the level of cognitive understanding of rational numbers (specifically the fractions-decimals-percentages triad) of the one hundred and seventeen (117) 2015 Foundation Phase first-year student teachers. These students from different school environments and contexts in learning mathematics, encompassing a range of demographics and equally varying levels of competencies, before this cohort, lacked this background knowledge as well. I believe it is better to know their strengths and weaknesses to provide effective support structures in their first-year second-semester mathematics class. The secondary aim of this study was to ascertain the validity of the instrument that was used to elicit their mathematical cognition and answer the question “What are the most common misconceptions and their associated errors that student teachers at foundation phase display when studying fractions for teaching?” There are attributes of difficulty, in part, to the need to mentally represent a common fraction like 𝟕 𝟐𝟎 . The brain recognises the whole numbers 7 and 20 as local values and 0.35 as global value (Gabriel, Szucs, & Content, 2013). For many it was not automatic or easy for the learners and adults to cross the bridge from whole numbers to conceptualise fractions. The rational number knowledge of student teachers, in particular, the relationships and equivalence of fractions-decimals-percentages, and including their comparison and ordering, is the focus of this thesis. Each of the triad concepts has associated misconceptions that appear to emerge from working with whole numbers and seem to interfere with boundaries associated with these new concepts. The research design involved constructing an assessment instrument that included apposite sixty-seven (67) questions with ninety-three (93) items deemed to be varying in soliciting the proficiency levels of the students in triad. The collected data is analysed through the use of two lenses. Mapping relationships and learning progress is done in the Structure of the Observed Learning Outcome (SOLO) plotting levels of cognitive demands as it becomes more complex (Biggs & Collis, 1982). Secondly, the application of the Rasch Model provides an indication of the successful, or otherwise, construction of this v proficiency-based measuring instrument, thereby enabling a reflective approach to the construct being tested and the instrument. Student responses were analysed into five main categories and allocated question items that solicited relevant and most applicable fluencies to facilitate the descriptive analysis process. A majority of misconceptions were displayed in categories of manipulating fractions symbols (operations); comparing and sequencing; as well as in alternative forms (equivalence). The category solving mathematical word problems with fraction elements was difficult; while the understanding of the triad concepts was managed well by the students. A five-member focus group of students along a scale of ability levels enabled additional insights through interview discussions into the misconceptions and associated errors at two selected focus points that are the operations as well as on the ordering and sequencing. The identified knowledge gaps can be filled by re-teaching the concepts and using the instrument to authenticate the acquired knowledge. We were able to conclude that a refined instrument, applied to university first-year students, can inform the teaching and learning of the triad domain of rational number concepts. , Ph.D. (Mathematical Education)
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Acquisition of geometric thought: a case study of technical vocational Education and Training college learners
- Authors: Motseki, Puleng Dorah
- Date: 2018
- Subjects: Vocational education , Technical education , College students - Training of , Geometry - Study and teaching
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/296533 , uj:32310
- Description: Abstract: Please refer to full text to view abstract. , M.Ed. (Mathematics Education)
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- Authors: Motseki, Puleng Dorah
- Date: 2018
- Subjects: Vocational education , Technical education , College students - Training of , Geometry - Study and teaching
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/296533 , uj:32310
- Description: Abstract: Please refer to full text to view abstract. , M.Ed. (Mathematics Education)
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Enhancing children’s early years Mathematical creativity through the Visual Arts
- Authors: Ariba, Olusola Teresa
- Date: 2019
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411988 , uj:34646
- Description: Abstract: Please refer to full text to view abstract. , D.Phil. (Education)
- Full Text:
- Authors: Ariba, Olusola Teresa
- Date: 2019
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411988 , uj:34646
- Description: Abstract: Please refer to full text to view abstract. , D.Phil. (Education)
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