Onderrigstrategieë om kreatiewe denke te ontwikkel : 'n onderwyskundige perspektief.
- Scholtz, Louis Sarel Christoffel
- Authors: Scholtz, Louis Sarel Christoffel
- Date: 2012-08-14
- Subjects: Creative thinking - Study and teaching. , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:9237 , http://hdl.handle.net/10210/5685
- Description: D.Ed. , This study attempts to identify various factors related to the development and achievement of creativity. The researcher investigated creativity by starting to understand and by verb creativity from a theoretical base before applying and analysing various methodologies and strategies to enhance possible creativity. The results of this research will hopefully aid discovery towards easier and more efficient ways to utilise all the senses of learners, understand the possibilities of whole body movement and the influence of movement and thought processing for daily life tasks. The methodology of the investigation was therefore of a more qualitative nature. The research proved that it might be of value in aiming for creativity to take note of research and possibilities offered by brain neurology and related investigations. Knowledge and research in these fields can help educators to understand and map learners' personality, areas of creativity and preferences. The possibilities of technological interventions and the input and management of creativity by the teacher should not be underestimated It is evident, from the research that typical right brain functioning and processing of certain learners are not adequately catered for. This asks for the critical evaluation of teaching methods and classroom procedures of teachers. During the application of a creative workshop and consequent assessment during this investigation it was also proved that learners' creative potential are underestimated and not adequately catered for. In the analysis of teachers perceptions and responses regarding their stimulation of creativity it seemed that they themselves are lacking in both the theoretical background and expertise to accommodate and motivate creativity to its full potential. The researcher is therefore convinced that the ideas expressed here are partly new and could be of value in the new approaches envisaged in the system of Education in South Africa. The research also proved that creativity can and need to be developed in children from all races and cultures. This research confirms that true quality teaching aimed towards individual development and creativity of learners is achieved only by sensitivity to the interplay between the processes by which children acquire knowledge, the structure of the knowledge within the subject being taught and the context in which the teaching is done. This research will support teachers as explorers in pedagogy and active problem solvers, guided but not limited by theoretical insights.
- Full Text:
- Authors: Scholtz, Louis Sarel Christoffel
- Date: 2012-08-14
- Subjects: Creative thinking - Study and teaching. , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:9237 , http://hdl.handle.net/10210/5685
- Description: D.Ed. , This study attempts to identify various factors related to the development and achievement of creativity. The researcher investigated creativity by starting to understand and by verb creativity from a theoretical base before applying and analysing various methodologies and strategies to enhance possible creativity. The results of this research will hopefully aid discovery towards easier and more efficient ways to utilise all the senses of learners, understand the possibilities of whole body movement and the influence of movement and thought processing for daily life tasks. The methodology of the investigation was therefore of a more qualitative nature. The research proved that it might be of value in aiming for creativity to take note of research and possibilities offered by brain neurology and related investigations. Knowledge and research in these fields can help educators to understand and map learners' personality, areas of creativity and preferences. The possibilities of technological interventions and the input and management of creativity by the teacher should not be underestimated It is evident, from the research that typical right brain functioning and processing of certain learners are not adequately catered for. This asks for the critical evaluation of teaching methods and classroom procedures of teachers. During the application of a creative workshop and consequent assessment during this investigation it was also proved that learners' creative potential are underestimated and not adequately catered for. In the analysis of teachers perceptions and responses regarding their stimulation of creativity it seemed that they themselves are lacking in both the theoretical background and expertise to accommodate and motivate creativity to its full potential. The researcher is therefore convinced that the ideas expressed here are partly new and could be of value in the new approaches envisaged in the system of Education in South Africa. The research also proved that creativity can and need to be developed in children from all races and cultures. This research confirms that true quality teaching aimed towards individual development and creativity of learners is achieved only by sensitivity to the interplay between the processes by which children acquire knowledge, the structure of the knowledge within the subject being taught and the context in which the teaching is done. This research will support teachers as explorers in pedagogy and active problem solvers, guided but not limited by theoretical insights.
- Full Text:
Learners with learning difficulties in mathematics : attitudes, curriculum and methods of teaching mathematics
- Authors: Sibaya, Duduzile Christinah
- Date: 2012-09-05
- Subjects: Mathematics - Study and teaching (Secondary) , Learning disabilities - Case studies , High school students - Attitudes , Curriculum planning - Case studies
- Type: Thesis
- Identifier: uj:3583 , http://hdl.handle.net/10210/6965
- Description: D.Ed. , The aim of this theses is to find out whether there is any relationship between learners' attitudes and learning difficulties in mathematics: To investigate whether learning difficulties in mathematics are associated with learners' gender. To establish the nature of teachers' perceptions of the learning problem areas in the mathematics curriculum. To find out about the teachers' views on the methods of teaching mathematics, resources, learning of mathematics, extra curricular activities and multiracial schools
- Full Text:
- Authors: Sibaya, Duduzile Christinah
- Date: 2012-09-05
- Subjects: Mathematics - Study and teaching (Secondary) , Learning disabilities - Case studies , High school students - Attitudes , Curriculum planning - Case studies
- Type: Thesis
- Identifier: uj:3583 , http://hdl.handle.net/10210/6965
- Description: D.Ed. , The aim of this theses is to find out whether there is any relationship between learners' attitudes and learning difficulties in mathematics: To investigate whether learning difficulties in mathematics are associated with learners' gender. To establish the nature of teachers' perceptions of the learning problem areas in the mathematics curriculum. To find out about the teachers' views on the methods of teaching mathematics, resources, learning of mathematics, extra curricular activities and multiracial schools
- Full Text:
The relationship between teaching methods and achievement in mathematics
- Authors: Mpofana, Thanduxolo Wiseman
- Date: 2012-09-12
- Subjects: Mathematics - Study and teaching - Evaluation , Mathematics - Study and teaching - South Africa - Psychological aspects , Schools - Methodology , Mathematics teachers
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/365472 , uj:10298 , http://hdl.handle.net/10210/7665
- Description: M.Ed. , Parents and students seem to have a positive attitude towards mathematics in the Kwa-Zulu/Natal region. This is witnessed by the fact that even though there is such a high failure rate, the number of students who still do mathematics at standard 10 is still very high. For instance, according to the records' from the education department of the region, more than 27 000 students in the Kwa-Zulu Natal formerly black schools wrote standard ten examination in mathematics at the end of 1995. The problem is that on the majority, they fail the subject. According to Greene (1993:47) a teacher may be seen as a dispenser of knowledge and there is minimal regard for active and creative abilities of the learners. The pupils therefore do not develop skills to solve problems. There is scant opportunity for acknowledgement of alternative methods and encouragement of creativity involved in the devising of such methods. They have to learn the solutions that have been produced by the teacher and nothing more. However, it is difficult to learn and remember solutions that have been prepared by someone else. This usually lead to rote learning. Furthermore, it is not necessarily the case that the problems that were solved in class would be part of the examination. In many cases, very few or none of these problems that were solved in class are included in the examination paper. This may be the reason for the high failure rate. The aim of the study is to expose the causes of the high failure rate of mathematics in the formerly black Kwa-Zulu/Natal schools. It is felt that the reason for such a high failure rate is not that the students cannot understand or do mathematics. It is because the teachers do not present the subject matter in a manner that is understandable to the students and enables them to solve mathematics problems on their own. The study will, therefore, examine the teaching methods that are mostly applied by the teachers in the region. Such methods will be scrutinised, in terms of efficiency and effectiveness in enabling the students to solve mathematics problems on their own. The study will also expose those methods that encourage effective teaching of mathematics.
- Full Text:
- Authors: Mpofana, Thanduxolo Wiseman
- Date: 2012-09-12
- Subjects: Mathematics - Study and teaching - Evaluation , Mathematics - Study and teaching - South Africa - Psychological aspects , Schools - Methodology , Mathematics teachers
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/365472 , uj:10298 , http://hdl.handle.net/10210/7665
- Description: M.Ed. , Parents and students seem to have a positive attitude towards mathematics in the Kwa-Zulu/Natal region. This is witnessed by the fact that even though there is such a high failure rate, the number of students who still do mathematics at standard 10 is still very high. For instance, according to the records' from the education department of the region, more than 27 000 students in the Kwa-Zulu Natal formerly black schools wrote standard ten examination in mathematics at the end of 1995. The problem is that on the majority, they fail the subject. According to Greene (1993:47) a teacher may be seen as a dispenser of knowledge and there is minimal regard for active and creative abilities of the learners. The pupils therefore do not develop skills to solve problems. There is scant opportunity for acknowledgement of alternative methods and encouragement of creativity involved in the devising of such methods. They have to learn the solutions that have been produced by the teacher and nothing more. However, it is difficult to learn and remember solutions that have been prepared by someone else. This usually lead to rote learning. Furthermore, it is not necessarily the case that the problems that were solved in class would be part of the examination. In many cases, very few or none of these problems that were solved in class are included in the examination paper. This may be the reason for the high failure rate. The aim of the study is to expose the causes of the high failure rate of mathematics in the formerly black Kwa-Zulu/Natal schools. It is felt that the reason for such a high failure rate is not that the students cannot understand or do mathematics. It is because the teachers do not present the subject matter in a manner that is understandable to the students and enables them to solve mathematics problems on their own. The study will, therefore, examine the teaching methods that are mostly applied by the teachers in the region. Such methods will be scrutinised, in terms of efficiency and effectiveness in enabling the students to solve mathematics problems on their own. The study will also expose those methods that encourage effective teaching of mathematics.
- Full Text:
Assessment in natural sciences.
- Authors: Singh, Suresh Kamar
- Date: 2009-02-09T08:50:25Z
- Subjects: Competency based-education , Science study and teaching , Educational tests and measurements
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369928 , uj:8116 , http://hdl.handle.net/10210/2091
- Description: D.Ed. , This research study focusses on assessment in the Natural Sciences learning area in grades 8 and 9. The aspect under focus is the extent to which educators can apply assessment methods, tools and techniques in this learning area. Outcomes-based education makes use of outcomes-based assessment which incorporates different methods of assessing learners. This study is concerned with the assessment practices of educators in the classroom. The literature examined looks at what is science?, what is assessment?, assessment in outcomes-based education and outcomes-based assessment in the Natural Science learning area. Both quantitative and qualitative methods of data collection were used in this study. The research instruments used were questionnaires, lessons observations, interviews and analysis of learner portfolios. As a research strategy, questionnaires were administered and analysed; assessment lessons were observed and analysed against principles for outcomes-based assessment; interviews were held with educators, subject advisor and OBE facilitator and learner portfolios were analysed in order to validate data gathered. The findings of the study revealed that educators have begun assessing using the outcomes-based assessment model, however, they are assessing on a very superficial level. The assessment tools, techniques and methods available to educators are not being used properly. It was found that the reason for this was that educators do not fully understand how to assess outcomes and they are not familiar with the assessment criteria. Certain assessment methods like self - and peer - assessment were totally neglected. Educators did not know how to use rubrics and rating scales when assessing learners. From the evidence in the learners’ portfolios, it was found that there is still an over-reliance on tests and that teacher assessment is the dominant assessment method. From the lesson observations it was found that content of the Natural Science learning area was not being adequately covered. In addition, Physical Science sections of the curriculum were deliberately not taught due to inexperience by educators in this field. The lesson observations also revealed that practical work in the form of experiments, observations and investigations was limited and in many cases not done at all. Educators cited lack of experience and resources. It was found that educators over-used textbooks and relied on them as the only source of scientific information. Planning of assessment was also another key area that needed attention.
- Full Text:
- Authors: Singh, Suresh Kamar
- Date: 2009-02-09T08:50:25Z
- Subjects: Competency based-education , Science study and teaching , Educational tests and measurements
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369928 , uj:8116 , http://hdl.handle.net/10210/2091
- Description: D.Ed. , This research study focusses on assessment in the Natural Sciences learning area in grades 8 and 9. The aspect under focus is the extent to which educators can apply assessment methods, tools and techniques in this learning area. Outcomes-based education makes use of outcomes-based assessment which incorporates different methods of assessing learners. This study is concerned with the assessment practices of educators in the classroom. The literature examined looks at what is science?, what is assessment?, assessment in outcomes-based education and outcomes-based assessment in the Natural Science learning area. Both quantitative and qualitative methods of data collection were used in this study. The research instruments used were questionnaires, lessons observations, interviews and analysis of learner portfolios. As a research strategy, questionnaires were administered and analysed; assessment lessons were observed and analysed against principles for outcomes-based assessment; interviews were held with educators, subject advisor and OBE facilitator and learner portfolios were analysed in order to validate data gathered. The findings of the study revealed that educators have begun assessing using the outcomes-based assessment model, however, they are assessing on a very superficial level. The assessment tools, techniques and methods available to educators are not being used properly. It was found that the reason for this was that educators do not fully understand how to assess outcomes and they are not familiar with the assessment criteria. Certain assessment methods like self - and peer - assessment were totally neglected. Educators did not know how to use rubrics and rating scales when assessing learners. From the evidence in the learners’ portfolios, it was found that there is still an over-reliance on tests and that teacher assessment is the dominant assessment method. From the lesson observations it was found that content of the Natural Science learning area was not being adequately covered. In addition, Physical Science sections of the curriculum were deliberately not taught due to inexperience by educators in this field. The lesson observations also revealed that practical work in the form of experiments, observations and investigations was limited and in many cases not done at all. Educators cited lack of experience and resources. It was found that educators over-used textbooks and relied on them as the only source of scientific information. Planning of assessment was also another key area that needed attention.
- Full Text:
In-service education and training to improve professionalism amongst educators.
- Authors: Simjee, Fausia Banu
- Date: 2009-02-09T08:53:27Z
- Subjects: Training of teachers , Teachers' in service training
- Type: Thesis
- Identifier: uj:8118 , http://hdl.handle.net/10210/2093
- Description: D.Ed. , This research study focuses on the status of educators and aims at determining whether In-Service Education and Training (INSET) will assist in enhancing their professional status. From the researcher’s personal experiences, discussions with fellow educators and review of literature and media reports, it appears that there are a plethora of problems experienced by educators. Awareness of a crisis in education is of great concern, as is the low morale of educators. Credibility of educators needs to be restored. Some educators are unqualified, under-qualified, display poor attitude and mediocre behaviour. It is essential that these educators should be encouraged to improve their teaching skills and performance, build confidence, adopt a positive outlook towards education and perform as professionals. The research design and methodology followed generally, the qualitative, descriptive and exploratory principles. The survey method using structured questionnaires was employed to collect the primary data for the study. The data was collected on the Microsoft Windows 2000 Excel programme and analysed using the Statistical Package for the Social Sciences (SPSS). During the last decade, a number of countries have addressed reform measures and refocused on educators’ professionalism. A historico-comparative study of various models of INSET was undertaken of the following countries: the United Kingdom, Denmark, Hungary, Hong Kong and Zambia. INSET initiatives undertaken abroad, to improve the quality of educators, is crucial to this study. INSET structures, provided by various stakeholders in South Africa are discussed. The Code of Professional Ethics, compiled by the “guardian of the profession”, the South African Council for Educators (SACE), was outlined. The study also highlights SACE’s role of monitoring educators who are guilty of transgressions and misbehaviour. The findings of this research, conducted in the Umlazi District of the eThekwini Region within the Province of KwaZulu-Natal (KZN), based on the questionnaires, are twofold. Firstly, officials are of the opinion that a reduction of staff, increase in iii workloads and a lack of incentives and promotional opportunities have led to educators’ poor performance. Secondly, educators believe that implementing quality INSET programmes would assist them to perform as improved professionals. Educators in the study acknowledge that teaching is stressful and are of the opinion that they are accountable for their behaviour and should be au fait with the Professional Code of Conduct and Ethics. Following on from the analysis of the questionnaires, three training programmes were identified and conducted at a public, secondary school. The programmes were entitled: Coping with Stress, Compiling an Educator’s Portfolio and Code of Conduct for Educators. The study concludes with recommendations and implications for future research.
- Full Text:
- Authors: Simjee, Fausia Banu
- Date: 2009-02-09T08:53:27Z
- Subjects: Training of teachers , Teachers' in service training
- Type: Thesis
- Identifier: uj:8118 , http://hdl.handle.net/10210/2093
- Description: D.Ed. , This research study focuses on the status of educators and aims at determining whether In-Service Education and Training (INSET) will assist in enhancing their professional status. From the researcher’s personal experiences, discussions with fellow educators and review of literature and media reports, it appears that there are a plethora of problems experienced by educators. Awareness of a crisis in education is of great concern, as is the low morale of educators. Credibility of educators needs to be restored. Some educators are unqualified, under-qualified, display poor attitude and mediocre behaviour. It is essential that these educators should be encouraged to improve their teaching skills and performance, build confidence, adopt a positive outlook towards education and perform as professionals. The research design and methodology followed generally, the qualitative, descriptive and exploratory principles. The survey method using structured questionnaires was employed to collect the primary data for the study. The data was collected on the Microsoft Windows 2000 Excel programme and analysed using the Statistical Package for the Social Sciences (SPSS). During the last decade, a number of countries have addressed reform measures and refocused on educators’ professionalism. A historico-comparative study of various models of INSET was undertaken of the following countries: the United Kingdom, Denmark, Hungary, Hong Kong and Zambia. INSET initiatives undertaken abroad, to improve the quality of educators, is crucial to this study. INSET structures, provided by various stakeholders in South Africa are discussed. The Code of Professional Ethics, compiled by the “guardian of the profession”, the South African Council for Educators (SACE), was outlined. The study also highlights SACE’s role of monitoring educators who are guilty of transgressions and misbehaviour. The findings of this research, conducted in the Umlazi District of the eThekwini Region within the Province of KwaZulu-Natal (KZN), based on the questionnaires, are twofold. Firstly, officials are of the opinion that a reduction of staff, increase in iii workloads and a lack of incentives and promotional opportunities have led to educators’ poor performance. Secondly, educators believe that implementing quality INSET programmes would assist them to perform as improved professionals. Educators in the study acknowledge that teaching is stressful and are of the opinion that they are accountable for their behaviour and should be au fait with the Professional Code of Conduct and Ethics. Following on from the analysis of the questionnaires, three training programmes were identified and conducted at a public, secondary school. The programmes were entitled: Coping with Stress, Compiling an Educator’s Portfolio and Code of Conduct for Educators. The study concludes with recommendations and implications for future research.
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Measuring motivation in the classroom
- Authors: Kieck, Richard William
- Date: 2012-08-28
- Subjects: Motivation in education. , Achievement motivation in children - Testing. , Educational tests and measurements - Design and construction. , Teacher-student relationships - Case studies.
- Type: Thesis
- Identifier: uj:3303 , http://hdl.handle.net/10210/6707
- Description: D.Ed. , The aim of this investigation is to edit, prune or graft an existing motivation measurement scale proposed by Kieck (1993:121a), in order to make it more accurate, less subjective and more user-friendly. This process should therefore make it more accessible for students at training institutions and teachers in 'in-service 'training programmes. The aspects being addressed include : those classroom activities (whether personal, behavioural or environmental) that influence a pupil's motivation. ; using the categorized elements together with additional psychological principles as foundations defined in this study to develop a template for a motivation measurement model for the classroom situation (micro teaching). ; developing a scale with a different arrangement or format in order to measure the aspects identified, analysed and categorized above. ; testing the new proposed scale statistically in order to see whether it is possible to incorporate it in secondary or tertiary institution educational training programmes, in order to ' educate ' the teacher in the classroom to motivate his pupils.
- Full Text:
- Authors: Kieck, Richard William
- Date: 2012-08-28
- Subjects: Motivation in education. , Achievement motivation in children - Testing. , Educational tests and measurements - Design and construction. , Teacher-student relationships - Case studies.
- Type: Thesis
- Identifier: uj:3303 , http://hdl.handle.net/10210/6707
- Description: D.Ed. , The aim of this investigation is to edit, prune or graft an existing motivation measurement scale proposed by Kieck (1993:121a), in order to make it more accurate, less subjective and more user-friendly. This process should therefore make it more accessible for students at training institutions and teachers in 'in-service 'training programmes. The aspects being addressed include : those classroom activities (whether personal, behavioural or environmental) that influence a pupil's motivation. ; using the categorized elements together with additional psychological principles as foundations defined in this study to develop a template for a motivation measurement model for the classroom situation (micro teaching). ; developing a scale with a different arrangement or format in order to measure the aspects identified, analysed and categorized above. ; testing the new proposed scale statistically in order to see whether it is possible to incorporate it in secondary or tertiary institution educational training programmes, in order to ' educate ' the teacher in the classroom to motivate his pupils.
- Full Text:
Mathematics and its application in the physical world.
- Authors: Reddy, Inbavathee
- Date: 2009-02-05T07:11:55Z
- Subjects: mathematics teachers , mathematics study and teaching
- Type: Thesis
- Identifier: uj:8081 , http://hdl.handle.net/10210/2010
- Description: M.Ed. , The method used in the classroom is thought to have an effect on the learners learning the purpose/use of mathematics in their environment. Many see mathematics as a set of signs and symbols that are meaningless in their lives. The manner, in which mathematics is taught in the classroom, extends the thought of learners in believing that mathematics is a compulsory learning area that is required to be passed in order for them to proceed to the next grade. Meanwhile, the learners may be oblivious to the contribution mathematics can make in their lives. One of the major contributory factors for this kind of thought is that mathematics is not taught in a way that helps learners understand its purpose/use in society. Thus, meaningless learning is perpetuated because of the approach in the classroom. If educators could alter their methodology in the classroom, then learners would be able to make sense of the subject and so apply the knowledge in their environment when the need arises. One of the ways to do this is to ensure that educators engage in meaningful and relative teaching. The research for this study was based on the questionnaire and observation instruments. The target was primary school learners from grades five, six and seven, who were required to answer a closed questionnaire based on their understanding of the relevance of mathematics to their environment. The aim was to see how the educators’ methodology affected the learners’ understanding of mathematics. Educators were also given questions along the same lines, with their lessons observed and observations recorded, according to an observation protocol. The conclusion that the researcher reached was that learners were not taught in a purposeful manner that might assist them in understanding and applying mathematics to their environment. Whatever they learnt or were taught in the classroom was in isolation, that is, there was minimal, if any, integration into other learning areas. One possible solution to this problem can be that the educators need to change their teaching strategies. Some of the possible strategies that they could use are cooperative learning, problem solving, the constructivist approach to teaching or an amalgamation of more than one strategy to obtain the outcomes. In effect, if learners are made to realize the relevance of mathematics consciously; their mindset towards learning it will be more welcoming and accepting of it. Understanding forms the foundation for application, and therefore if the problems in the classroom relate to the learners’ experiences in their environment, then mathematics becomes meaningful to them and in turn becomes usable.
- Full Text:
- Authors: Reddy, Inbavathee
- Date: 2009-02-05T07:11:55Z
- Subjects: mathematics teachers , mathematics study and teaching
- Type: Thesis
- Identifier: uj:8081 , http://hdl.handle.net/10210/2010
- Description: M.Ed. , The method used in the classroom is thought to have an effect on the learners learning the purpose/use of mathematics in their environment. Many see mathematics as a set of signs and symbols that are meaningless in their lives. The manner, in which mathematics is taught in the classroom, extends the thought of learners in believing that mathematics is a compulsory learning area that is required to be passed in order for them to proceed to the next grade. Meanwhile, the learners may be oblivious to the contribution mathematics can make in their lives. One of the major contributory factors for this kind of thought is that mathematics is not taught in a way that helps learners understand its purpose/use in society. Thus, meaningless learning is perpetuated because of the approach in the classroom. If educators could alter their methodology in the classroom, then learners would be able to make sense of the subject and so apply the knowledge in their environment when the need arises. One of the ways to do this is to ensure that educators engage in meaningful and relative teaching. The research for this study was based on the questionnaire and observation instruments. The target was primary school learners from grades five, six and seven, who were required to answer a closed questionnaire based on their understanding of the relevance of mathematics to their environment. The aim was to see how the educators’ methodology affected the learners’ understanding of mathematics. Educators were also given questions along the same lines, with their lessons observed and observations recorded, according to an observation protocol. The conclusion that the researcher reached was that learners were not taught in a purposeful manner that might assist them in understanding and applying mathematics to their environment. Whatever they learnt or were taught in the classroom was in isolation, that is, there was minimal, if any, integration into other learning areas. One possible solution to this problem can be that the educators need to change their teaching strategies. Some of the possible strategies that they could use are cooperative learning, problem solving, the constructivist approach to teaching or an amalgamation of more than one strategy to obtain the outcomes. In effect, if learners are made to realize the relevance of mathematics consciously; their mindset towards learning it will be more welcoming and accepting of it. Understanding forms the foundation for application, and therefore if the problems in the classroom relate to the learners’ experiences in their environment, then mathematics becomes meaningful to them and in turn becomes usable.
- Full Text:
Uitkomsgebaseerde wiskunde-onderrig
- Authors: Bedeker, Johanna Catharina
- Date: 2012-08-16
- Subjects: Mathematics - Study and teaching , Competency based education
- Type: Thesis
- Identifier: uj:9486 , http://hdl.handle.net/10210/5917
- Description: M.Ed. , The research conducted for the purpose of this study clearly showed that outcomes-based education (OBE) potentially offers a remedy for this country's ineffective education system which often fails to equip learners adequately to face the future with confidence and achieve success in the adult world. OBE enables each learner to achieve optimally within the limitations of his/her personal ability and prepares learners for life after school. Since teachers play a vital role in the successful implementation of OBE, it is essential that they should truly understand this paradigm shift and should wholeheartedly support the accompanying change in focus. In teaching mathematics, the aim is that the learner should understand it well enough to actually apply mathematic principles in everyday life. To start with, a special effort should be made to make the syllabus content more meaningful by showing learners how their knowledge of mathematics can be applied in everyday situations and how it can be of value once they have left school. Once the OBE approach has been implemented, Mathematics pupils will be much more skilled when they leave school. In addition to being able to use their knowledge of mathematics confidently, they will have achieved a higher level of emotional maturity, which is an important asset, regardless of whether they continue their studies at a tertiary institution or enter the world of work. Teachers who consider OBE in this light will find that the change-over is much easier. The best way to prepare for the new system of education is undoubtedly to read as much as possible about it and to access any other available sources of information. Once a person has accepted and embraced the idea of OBE, he/she will find that the many new related terms an phrases are much easier to understand. This can then be followed by practical implementation, which will demand that teachers design their own strategies for the effective achievement of specific outcomes by their pupils. Much more than ever before teachers will have to develop their entrepreneurial skills, and this should be an exciting experience! The urgent need for a more effective approach to teaching in South Africa is spelled out most clearly by the poor results obtained in Mathematics at school level, and by the anxiety generally associated with the study of this subject. As a result relatively few learners are interested in continuing their studies in the fields of mathematics and science, which will inevitably lead to a critical shortage of skilled engineers, economists, etc.
- Full Text:
- Authors: Bedeker, Johanna Catharina
- Date: 2012-08-16
- Subjects: Mathematics - Study and teaching , Competency based education
- Type: Thesis
- Identifier: uj:9486 , http://hdl.handle.net/10210/5917
- Description: M.Ed. , The research conducted for the purpose of this study clearly showed that outcomes-based education (OBE) potentially offers a remedy for this country's ineffective education system which often fails to equip learners adequately to face the future with confidence and achieve success in the adult world. OBE enables each learner to achieve optimally within the limitations of his/her personal ability and prepares learners for life after school. Since teachers play a vital role in the successful implementation of OBE, it is essential that they should truly understand this paradigm shift and should wholeheartedly support the accompanying change in focus. In teaching mathematics, the aim is that the learner should understand it well enough to actually apply mathematic principles in everyday life. To start with, a special effort should be made to make the syllabus content more meaningful by showing learners how their knowledge of mathematics can be applied in everyday situations and how it can be of value once they have left school. Once the OBE approach has been implemented, Mathematics pupils will be much more skilled when they leave school. In addition to being able to use their knowledge of mathematics confidently, they will have achieved a higher level of emotional maturity, which is an important asset, regardless of whether they continue their studies at a tertiary institution or enter the world of work. Teachers who consider OBE in this light will find that the change-over is much easier. The best way to prepare for the new system of education is undoubtedly to read as much as possible about it and to access any other available sources of information. Once a person has accepted and embraced the idea of OBE, he/she will find that the many new related terms an phrases are much easier to understand. This can then be followed by practical implementation, which will demand that teachers design their own strategies for the effective achievement of specific outcomes by their pupils. Much more than ever before teachers will have to develop their entrepreneurial skills, and this should be an exciting experience! The urgent need for a more effective approach to teaching in South Africa is spelled out most clearly by the poor results obtained in Mathematics at school level, and by the anxiety generally associated with the study of this subject. As a result relatively few learners are interested in continuing their studies in the fields of mathematics and science, which will inevitably lead to a critical shortage of skilled engineers, economists, etc.
- Full Text:
The application of teaching skills during teaching practice
- Authors: Makume, Matlhapi Meriam
- Date: 2012-09-11
- Subjects: Student teaching , Teachers - In-service training
- Type: Mini-Dissertation
- Identifier: uj:9994 , http://hdl.handle.net/10210/7387
- Description: M.Ed. , The main aim of this study is to determine the extent to which third year students at Tshiya College of Education apply teaching skills taught at the College during teaching practice. Since third year students-teachers are on the verge of taking teaching, the researcher would like to see whether or not they are capable of putting theory, which they have learned in the first and second year through observation of demonstration lessons and micro-teaching, into practice effectively.
- Full Text:
- Authors: Makume, Matlhapi Meriam
- Date: 2012-09-11
- Subjects: Student teaching , Teachers - In-service training
- Type: Mini-Dissertation
- Identifier: uj:9994 , http://hdl.handle.net/10210/7387
- Description: M.Ed. , The main aim of this study is to determine the extent to which third year students at Tshiya College of Education apply teaching skills taught at the College during teaching practice. Since third year students-teachers are on the verge of taking teaching, the researcher would like to see whether or not they are capable of putting theory, which they have learned in the first and second year through observation of demonstration lessons and micro-teaching, into practice effectively.
- Full Text:
Wiskunde-onderrig in 'n multikulturele klas
- Authors: Fourie, Martha Johanna
- Date: 2012-08-13
- Subjects: Mathematics - Study and teaching - South Africa. , Multicultural education - South Africa - Evaluation. , Multicultural education - South Africa - Curricula. , Mathematics - Study and teaching- Evaluation.
- Type: Thesis
- Identifier: uj:9091 , http://hdl.handle.net/10210/5550
- Description: M.Ed. , The importance of a multicultural curriculum for communities with a multiracial, ethnic and diverse constititution cannot be overemphasised in a modern approach to education. In the South African context their exists an urgent need for a mathematics curriculum which is able to accommodate the specific cultural background of every individual. The reality of cultural diversity in South Africa emphasises the importance of the implementation of a multicultural approach to the teaching of Mathematics. Mathematics is a social process which constitutes a fundamental part of education. It remains a dynamic and living cultural product, while remaining part and parcel of the social construction of a community. The recognition of this reality creates a viable foundation for a multicultural approach to the teaching of Mathematics. The Mathematics curriculum can be implemented to emphasise a person's own culture and to provide information regarding a community, as well as that which is relevant to its multicultural character. Pupils represent diverse cultural-, class- and linguistic backgrounds. Other aspects which have to be considered in the creation of a multicultural curriculum are the different approaches, points of view and thinking patterns of pupils. In addition to this, there remains a difference between the levels of education of parents as well as the premium they place on literacy. The degree in which multicultural education will realise, however, depends mainly on the teacher's attitude and classroom skills. The primary aim of this study is to conduct a research into the different ways in which a teacher can forge a constructive link with children from diverse ethnic communities, via his/her own perceptions, educational aims and strategies, usage of language in the classroom, as well as classroom skills and techniques. Themes and practical examples which also exhibits multicultural characteristics, are included and can be implemented by the teacher in his/her own classroom techniques. Teachers have a professional responsibility to remove all elements of prejudice from the classroom, as well as to acknowledge and respect the diversity of cultures.
- Full Text:
- Authors: Fourie, Martha Johanna
- Date: 2012-08-13
- Subjects: Mathematics - Study and teaching - South Africa. , Multicultural education - South Africa - Evaluation. , Multicultural education - South Africa - Curricula. , Mathematics - Study and teaching- Evaluation.
- Type: Thesis
- Identifier: uj:9091 , http://hdl.handle.net/10210/5550
- Description: M.Ed. , The importance of a multicultural curriculum for communities with a multiracial, ethnic and diverse constititution cannot be overemphasised in a modern approach to education. In the South African context their exists an urgent need for a mathematics curriculum which is able to accommodate the specific cultural background of every individual. The reality of cultural diversity in South Africa emphasises the importance of the implementation of a multicultural approach to the teaching of Mathematics. Mathematics is a social process which constitutes a fundamental part of education. It remains a dynamic and living cultural product, while remaining part and parcel of the social construction of a community. The recognition of this reality creates a viable foundation for a multicultural approach to the teaching of Mathematics. The Mathematics curriculum can be implemented to emphasise a person's own culture and to provide information regarding a community, as well as that which is relevant to its multicultural character. Pupils represent diverse cultural-, class- and linguistic backgrounds. Other aspects which have to be considered in the creation of a multicultural curriculum are the different approaches, points of view and thinking patterns of pupils. In addition to this, there remains a difference between the levels of education of parents as well as the premium they place on literacy. The degree in which multicultural education will realise, however, depends mainly on the teacher's attitude and classroom skills. The primary aim of this study is to conduct a research into the different ways in which a teacher can forge a constructive link with children from diverse ethnic communities, via his/her own perceptions, educational aims and strategies, usage of language in the classroom, as well as classroom skills and techniques. Themes and practical examples which also exhibits multicultural characteristics, are included and can be implemented by the teacher in his/her own classroom techniques. Teachers have a professional responsibility to remove all elements of prejudice from the classroom, as well as to acknowledge and respect the diversity of cultures.
- Full Text:
Die mentor se rol in die verbetering van onderrigeffektiwiteit aan tegniese kolleges
- Esterhuizen, Gideon Johannes Christoffel
- Authors: Esterhuizen, Gideon Johannes Christoffel
- Date: 2012-08-16
- Subjects: Mentoring in education , Technical institutes -- Administration , Teachers -- Training of -- Evaluation , Educational innovations
- Type: Thesis
- Identifier: uj:9440 , http://hdl.handle.net/10210/5872
- Description: M.Ed. , The consistent growth- of the number of new lecturers to technical colleges ecessitated a study of the induction of beginner lecturers. The educational profession is the only one where there is no formal and compulsory induction into the profession or where any beginner-lecturer is introduced to the formal way of lecturing at a technical college. The new lecturer is directly put into a class and are expected to lecture without any problems on his side. This new lecturer is put to a "swim or sink" situation and then it is also expected from him to perform as well as the experienced lecturer. This creates a number of problems for the new lecturer, that is not always addressed by the management staff of the college. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction. This was some of the problems experienced by the researcher and this inspired him to undertake a study to consider the following problems: The problem that beginner lecturers experience in and around the classroom; The integration of the beginner-lecturer at a technical college; the implementation of the induction programme for beginner lecturers. By means of an empirical study at the college where the researcher belongs and with the help and guidance of the principal of the same college, the induction programme was developed and the programme for the mentor was then also formulated. This complete guide for the induction of beginner lecturers is therefore compiled to help any principal at any technical college to put his staff, and especially his beginner staff, through the induction programme as to fully incorporate them as happily trained lecturers at the technical college where they are employed. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction.
- Full Text:
- Authors: Esterhuizen, Gideon Johannes Christoffel
- Date: 2012-08-16
- Subjects: Mentoring in education , Technical institutes -- Administration , Teachers -- Training of -- Evaluation , Educational innovations
- Type: Thesis
- Identifier: uj:9440 , http://hdl.handle.net/10210/5872
- Description: M.Ed. , The consistent growth- of the number of new lecturers to technical colleges ecessitated a study of the induction of beginner lecturers. The educational profession is the only one where there is no formal and compulsory induction into the profession or where any beginner-lecturer is introduced to the formal way of lecturing at a technical college. The new lecturer is directly put into a class and are expected to lecture without any problems on his side. This new lecturer is put to a "swim or sink" situation and then it is also expected from him to perform as well as the experienced lecturer. This creates a number of problems for the new lecturer, that is not always addressed by the management staff of the college. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction. This was some of the problems experienced by the researcher and this inspired him to undertake a study to consider the following problems: The problem that beginner lecturers experience in and around the classroom; The integration of the beginner-lecturer at a technical college; the implementation of the induction programme for beginner lecturers. By means of an empirical study at the college where the researcher belongs and with the help and guidance of the principal of the same college, the induction programme was developed and the programme for the mentor was then also formulated. This complete guide for the induction of beginner lecturers is therefore compiled to help any principal at any technical college to put his staff, and especially his beginner staff, through the induction programme as to fully incorporate them as happily trained lecturers at the technical college where they are employed. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction.
- Full Text:
The effect of the self-instructional lesson in mathematics
- Authors: Mokoena, Kgwarai John
- Date: 2012-09-11
- Subjects: Mathematics - Study and teaching - Research - South Africa , Independent study - Evaluation
- Type: Mini-Dissertation
- Identifier: uj:10087 , http://hdl.handle.net/10210/7472
- Description: M.Ed. , It seems there is a problem with achievement (performance) in mathematics, especially at historically black secondary schools. The problem which will be investigated in this study is: Is the self-instructional lesson as a method of teaching and learning mathematics, related to the students' achievement in the subject? The aim of the study is: to determine whether QwaQwa students taking mathematics at secondary school level could use the self-instructional lesson as a method of learning the subject or not; to determine whether there is any relationship among the self-instructional lesson method and students' achievement in mathematics; to recommend and suggest how self-instructional method could be effectively used based on documented literature as well as classroom practice.
- Full Text:
- Authors: Mokoena, Kgwarai John
- Date: 2012-09-11
- Subjects: Mathematics - Study and teaching - Research - South Africa , Independent study - Evaluation
- Type: Mini-Dissertation
- Identifier: uj:10087 , http://hdl.handle.net/10210/7472
- Description: M.Ed. , It seems there is a problem with achievement (performance) in mathematics, especially at historically black secondary schools. The problem which will be investigated in this study is: Is the self-instructional lesson as a method of teaching and learning mathematics, related to the students' achievement in the subject? The aim of the study is: to determine whether QwaQwa students taking mathematics at secondary school level could use the self-instructional lesson as a method of learning the subject or not; to determine whether there is any relationship among the self-instructional lesson method and students' achievement in mathematics; to recommend and suggest how self-instructional method could be effectively used based on documented literature as well as classroom practice.
- Full Text:
Outcomes-based mathematics teaching at public colleges for further education and training
- Van Eck, Hendrik Johannes Lindeque
- Authors: Van Eck, Hendrik Johannes Lindeque
- Date: 2012-09-05
- Subjects: Mathematics -- Study and teaching (Higher) -- South Africa , Competency based education -- South Africa , Universities and colleges -- South Africa , Universities and colleges -- South Africa -- Curricula
- Type: Thesis
- Identifier: uj:9629 , http://hdl.handle.net/10210/7048
- Description: M.Ed. , South Africa is faced with the challenge of reconstruction and social recovery having held its .first democratic elections in 1994. Education was central to the discursive process of racial and cultural segregation (Baxen & Soudien 1999: 131). After the 1994 elections the whole education dispensation in South Africa was bound to change dramatically. This is a logical deduction since new role players will always have a new vision, in order to spell out the new roads to be embarked upon. Jansen (1999:145) puts it as follows: "...OBE as primarily a political response to apartheid schooling rather than one which is concerned with the modalities of change at classroom level". A multitude of changes have taken place in the interim. One of the major changes was legislation that provided for the establishment of SAQA (South African Qualifications Authority). The Act was promulgated in 1996, Act 58 of 1996. The main objective of SAQA is to provide for the development and implementation of the NQF (National Qualifications Framework). The NQF brought about a new structure regarding bands of education and levels of qualifications within the said bands. (Refer to diagram 1). According to Pretorius (1998:4) the framework of the NQF makes provision for life-long learning opportunities and levels of qualifications nationally agreed upon.
- Full Text:
- Authors: Van Eck, Hendrik Johannes Lindeque
- Date: 2012-09-05
- Subjects: Mathematics -- Study and teaching (Higher) -- South Africa , Competency based education -- South Africa , Universities and colleges -- South Africa , Universities and colleges -- South Africa -- Curricula
- Type: Thesis
- Identifier: uj:9629 , http://hdl.handle.net/10210/7048
- Description: M.Ed. , South Africa is faced with the challenge of reconstruction and social recovery having held its .first democratic elections in 1994. Education was central to the discursive process of racial and cultural segregation (Baxen & Soudien 1999: 131). After the 1994 elections the whole education dispensation in South Africa was bound to change dramatically. This is a logical deduction since new role players will always have a new vision, in order to spell out the new roads to be embarked upon. Jansen (1999:145) puts it as follows: "...OBE as primarily a political response to apartheid schooling rather than one which is concerned with the modalities of change at classroom level". A multitude of changes have taken place in the interim. One of the major changes was legislation that provided for the establishment of SAQA (South African Qualifications Authority). The Act was promulgated in 1996, Act 58 of 1996. The main objective of SAQA is to provide for the development and implementation of the NQF (National Qualifications Framework). The NQF brought about a new structure regarding bands of education and levels of qualifications within the said bands. (Refer to diagram 1). According to Pretorius (1998:4) the framework of the NQF makes provision for life-long learning opportunities and levels of qualifications nationally agreed upon.
- Full Text:
Attitudes and achievement in mathematics in Soweto senior secondary schools
- Authors: Mathe, Mduduzi Maphindikazi
- Date: 2012-11-21
- Subjects: Mathematics study and teaching , High school students attitudes , Academic achievement
- Type: Thesis
- Identifier: uj:7406 , http://hdl.handle.net/10210/8232
- Description: D.Ed.
- Full Text:
- Authors: Mathe, Mduduzi Maphindikazi
- Date: 2012-11-21
- Subjects: Mathematics study and teaching , High school students attitudes , Academic achievement
- Type: Thesis
- Identifier: uj:7406 , http://hdl.handle.net/10210/8232
- Description: D.Ed.
- Full Text:
Critical and creative thinking skills in technology education
- Authors: Pudi, Thabo Israel
- Date: 2012-09-12
- Subjects: Critical thinking , Creative thinking , Technology - Study and teaching (Secondary) - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10311 , http://hdl.handle.net/10210/7677
- Description: M.Ed. , A paradigm shift in education to the outcomes based mode of education in South Africa, is a reality. To conform to this reality, certain adjustments and realignments are necessary within all educational providers. The National Qualifications Framework ((Report of the ministerial committee for development work on the National Qualifications Framework, 1996:15) which is part of the new educational dispensation poses the requirement that all learning programmes should foster critical and creative thinking in the learners. Protec, in their quest to claim relevancy within this new educational dispensation must be proved to be fostering critical and creative thinking skills in the learners. The research question can be formulated as follows: Does Protec foster thinking skills relevant to critical and creative thinking in the learners? The aim of this study is to find out if problem solving in technology education as done by Protec promotes critical and creative thinking in the learners.
- Full Text:
- Authors: Pudi, Thabo Israel
- Date: 2012-09-12
- Subjects: Critical thinking , Creative thinking , Technology - Study and teaching (Secondary) - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10311 , http://hdl.handle.net/10210/7677
- Description: M.Ed. , A paradigm shift in education to the outcomes based mode of education in South Africa, is a reality. To conform to this reality, certain adjustments and realignments are necessary within all educational providers. The National Qualifications Framework ((Report of the ministerial committee for development work on the National Qualifications Framework, 1996:15) which is part of the new educational dispensation poses the requirement that all learning programmes should foster critical and creative thinking in the learners. Protec, in their quest to claim relevancy within this new educational dispensation must be proved to be fostering critical and creative thinking skills in the learners. The research question can be formulated as follows: Does Protec foster thinking skills relevant to critical and creative thinking in the learners? The aim of this study is to find out if problem solving in technology education as done by Protec promotes critical and creative thinking in the learners.
- Full Text:
Continuous assessment in mathematics education
- Letsoalo, Josephine Makeletso
- Authors: Letsoalo, Josephine Makeletso
- Date: 2012-03-14
- Subjects: Curriculum evaluation , Mathematics study and teaching
- Type: Mini-Dissertation
- Identifier: uj:2161 , http://hdl.handle.net/10210/4534
- Description: M.Ed.
- Full Text:
- Authors: Letsoalo, Josephine Makeletso
- Date: 2012-03-14
- Subjects: Curriculum evaluation , Mathematics study and teaching
- Type: Mini-Dissertation
- Identifier: uj:2161 , http://hdl.handle.net/10210/4534
- Description: M.Ed.
- Full Text:
Evaluering en assessering in wiskunde-onderrig
- Authors: Van der Watt, Runa
- Date: 2012-09-12
- Subjects: Mathematics - Study and teaching , Teaching - Evaluation , Educational tests and measurements
- Type: Thesis
- Identifier: uj:10228 , http://hdl.handle.net/10210/7600
- Description: D.Ed. , During the past few years the teaching of mathematics has been characterized by a move away from the traditional teaching methods. With a view to improving the effectiveness of teaching and learning mathematics, the emphasis has shifted from the product to the process. The mathematical skills that need to be developed in pupils include strategies for the solving of real problems. This represents a shift from the application of mathematics to solve problems to problem solving as a teaching method. The application of a problemcentred approach in the teaching of mathematics has given rise to a need for instruments that will facilitate multidimensional assessment. This requires the revision, adaptation and expansion of the structure of existing assessment techniques. A need was identified for the formulation of clear guidelines for the assessment of pupils' mathematical competericies. Data obtained from relevant literature and from questionnaires designed for the purpose of this study were used to compile guidelines for the assessment and evaluation of mathematics pupils. New assessment methods make new demands on the designers and users of assessment instruments, and the assessment of pupils' problem solving skills make high demands on mathematics teachers. It requires a thorough knowledge of, and insight into how pupils learn mathematics. The teacher is a facilitator, a catalyst and a provider of information who teaches pupils the language of mathematics by teaching them the necessary terminology and symbolism. Because of the diversity that is present in the way pupils respond, the assessment of their problem-solving ability is a complex process. It is therefore very important that mathematics teachers be equipped with extensive assessment skills. Assessment is a complete reporting on the knowledge of the pupils; it is the tool employed to measure progress. It describes the present situation by collecting the data required for evaluation. Evaluation can be defined as the awarding of a value to progress made and conclusions arrived at on the basis of the total body of information collected. Every single facet that influences the pupils' achievement in mathematics must be assessed in order to form a complete image of their mathematical abilities. It is therefore essential to assess both cognitive and the affective facets. To ensure the reliability of the data collected with a view to assessment, a variety of assessment techniques need to be employed. Any report on the pupils' demonstration of the achievement of the desired outcomes must be more comprehensive than a single mark or symbol. Separate reports must be compiled in respect of cognitive progress and affective aspects. Pupils should receive clear guidelines on what the expected outcomes are, and on how and when assessment will be conducted. Criteria for monitoring the standard of assess .- ment must be formulated by the teacher, whose duty it is to inform the pupils fully on these. Validity and reliability are important considerations in testing. Assessment serves to emphasize the most important mathematics to be learned. The choice of assessment techniques is extremely important. A policy of continuous assessment ensures that the final decision is not based on the result of a single examination. However, promotion or the awarding of credits must be based on more than the result of a continuous formative assessment. Summative final examination assessment place the final stamp on knowledge, without which it would have been impossible to conduct an evaluation.
- Full Text:
- Authors: Van der Watt, Runa
- Date: 2012-09-12
- Subjects: Mathematics - Study and teaching , Teaching - Evaluation , Educational tests and measurements
- Type: Thesis
- Identifier: uj:10228 , http://hdl.handle.net/10210/7600
- Description: D.Ed. , During the past few years the teaching of mathematics has been characterized by a move away from the traditional teaching methods. With a view to improving the effectiveness of teaching and learning mathematics, the emphasis has shifted from the product to the process. The mathematical skills that need to be developed in pupils include strategies for the solving of real problems. This represents a shift from the application of mathematics to solve problems to problem solving as a teaching method. The application of a problemcentred approach in the teaching of mathematics has given rise to a need for instruments that will facilitate multidimensional assessment. This requires the revision, adaptation and expansion of the structure of existing assessment techniques. A need was identified for the formulation of clear guidelines for the assessment of pupils' mathematical competericies. Data obtained from relevant literature and from questionnaires designed for the purpose of this study were used to compile guidelines for the assessment and evaluation of mathematics pupils. New assessment methods make new demands on the designers and users of assessment instruments, and the assessment of pupils' problem solving skills make high demands on mathematics teachers. It requires a thorough knowledge of, and insight into how pupils learn mathematics. The teacher is a facilitator, a catalyst and a provider of information who teaches pupils the language of mathematics by teaching them the necessary terminology and symbolism. Because of the diversity that is present in the way pupils respond, the assessment of their problem-solving ability is a complex process. It is therefore very important that mathematics teachers be equipped with extensive assessment skills. Assessment is a complete reporting on the knowledge of the pupils; it is the tool employed to measure progress. It describes the present situation by collecting the data required for evaluation. Evaluation can be defined as the awarding of a value to progress made and conclusions arrived at on the basis of the total body of information collected. Every single facet that influences the pupils' achievement in mathematics must be assessed in order to form a complete image of their mathematical abilities. It is therefore essential to assess both cognitive and the affective facets. To ensure the reliability of the data collected with a view to assessment, a variety of assessment techniques need to be employed. Any report on the pupils' demonstration of the achievement of the desired outcomes must be more comprehensive than a single mark or symbol. Separate reports must be compiled in respect of cognitive progress and affective aspects. Pupils should receive clear guidelines on what the expected outcomes are, and on how and when assessment will be conducted. Criteria for monitoring the standard of assess .- ment must be formulated by the teacher, whose duty it is to inform the pupils fully on these. Validity and reliability are important considerations in testing. Assessment serves to emphasize the most important mathematics to be learned. The choice of assessment techniques is extremely important. A policy of continuous assessment ensures that the final decision is not based on the result of a single examination. However, promotion or the awarding of credits must be based on more than the result of a continuous formative assessment. Summative final examination assessment place the final stamp on knowledge, without which it would have been impossible to conduct an evaluation.
- Full Text:
Die gebruik van sigblaaie om die effektiewe leer van wiskunde te bevorder
- Oosthuizen, Sophia Gertruida
- Authors: Oosthuizen, Sophia Gertruida
- Date: 2012-08-20
- Subjects: Mathematics - Study and teaching - Computer assisted instruction , Educational technology , Electronic spreadsheets
- Type: Thesis
- Identifier: uj:2744 , http://hdl.handle.net/10210/6184
- Description: 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.
- Full Text:
- Authors: Oosthuizen, Sophia Gertruida
- Date: 2012-08-20
- Subjects: Mathematics - Study and teaching - Computer assisted instruction , Educational technology , Electronic spreadsheets
- Type: Thesis
- Identifier: uj:2744 , http://hdl.handle.net/10210/6184
- Description: 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.
- Full Text:
Riglyne vir die gebruik van die Internet in onderrig
- Authors: De Bruyn, Annis Malcolm
- Date: 2012-08-15
- Subjects: Internet , Educational technology , Education -- Computer network resources
- Type: Thesis
- Identifier: uj:9347 , http://hdl.handle.net/10210/5786
- Description: D.Ed. , The increase in internal and external communication has brought about a radical change in organisation and has left its mark on education. Information remains the facilitator's most important aid. At present information is stored in textbooks, facilitator's notes, audiocassettes, sources of reference, videos and curriculum guides. Facilitators and learners obtain information from these sources and process it in various ways. By means of digital technology it has become possible both to keep all these sources up to date and to establish a direct link with other sources. The question arises as to how education can make use of this extensive aid. This research poses the question whether education can be advanced through the effective use of electronic communication such as videos, computers and, more specifically, the Internet. With a view to the utilisation of electronic communication for education, an Internet module as an example was designed, in order to determine which application possibilities exist in electronic communication, more specifically the Internet, and how they can be utilised for the dissemination of information. The research has attempted to provide guidelines for the effective utilisation of an Internet module applied as learning content. A qualitative, exploratory and descriptive research design is followed within contextual setting to achieve the aims of the study. In Phase One of the research a relevant study of literature on electronic communication, the Internet, and education was undertaken in order to design and apply an Internet module. The research method consists of interviews with media experts, focusing on the application possibilities and the establishment of guidelines for an Internet module. A group interview with principals was held mainly for verification and triagulatory purposes. The results of the study were compared with existing literature on the subject. The conclusions, findings and recommendations resulting from the research were presented for consideration and further research. Some of the most important findings and recommendations follow.
- Full Text:
- Authors: De Bruyn, Annis Malcolm
- Date: 2012-08-15
- Subjects: Internet , Educational technology , Education -- Computer network resources
- Type: Thesis
- Identifier: uj:9347 , http://hdl.handle.net/10210/5786
- Description: D.Ed. , The increase in internal and external communication has brought about a radical change in organisation and has left its mark on education. Information remains the facilitator's most important aid. At present information is stored in textbooks, facilitator's notes, audiocassettes, sources of reference, videos and curriculum guides. Facilitators and learners obtain information from these sources and process it in various ways. By means of digital technology it has become possible both to keep all these sources up to date and to establish a direct link with other sources. The question arises as to how education can make use of this extensive aid. This research poses the question whether education can be advanced through the effective use of electronic communication such as videos, computers and, more specifically, the Internet. With a view to the utilisation of electronic communication for education, an Internet module as an example was designed, in order to determine which application possibilities exist in electronic communication, more specifically the Internet, and how they can be utilised for the dissemination of information. The research has attempted to provide guidelines for the effective utilisation of an Internet module applied as learning content. A qualitative, exploratory and descriptive research design is followed within contextual setting to achieve the aims of the study. In Phase One of the research a relevant study of literature on electronic communication, the Internet, and education was undertaken in order to design and apply an Internet module. The research method consists of interviews with media experts, focusing on the application possibilities and the establishment of guidelines for an Internet module. A group interview with principals was held mainly for verification and triagulatory purposes. The results of the study were compared with existing literature on the subject. The conclusions, findings and recommendations resulting from the research were presented for consideration and further research. Some of the most important findings and recommendations follow.
- Full Text:
Die integrering van uitkomsgerigte onderwys en kooperatiewe leer as ondersteuningsmeganisme vir wiskunde-onderrig by kolleges.
- Authors: Volschenk, David Eduan
- Date: 2009-02-27T07:12:48Z
- Subjects: competency based education , group work in education , mathematics study and teaching
- Type: Thesis
- Identifier: uj:8191 , http://hdl.handle.net/10210/2195
- Description: M.Ed. , The central focus of the study is the development of guidelines and the creation of a implementation model for the integration of Outcomes Based Education (hereafter referred to as OBE) and Cooperative learning. The purpose of both the guidelines and the implementation model is to assist colleges with the implementation of the Education Strategy of the National Department of Education as proposed by the Minister of Education. A literature study was initiated through the identification of a problem area. A problem statement was formulated, followed by determining a working methodology which was to be followed during the execution of the study. During the study as well as the development stages of the implementation model, both OBE and Cooperative learning remained the central focus. By means of a literature study both the focus points were highlighted by the emphasis on the integration of OBE and Cooperative learning. The literature study was followed by a quantitative empirical study. The study was supported by the development of a qualitative data gathering instrument. The empirical study was conducted at 3 colleges. The purpose of the empirical study was to determine the extend to which lecturers were employing OBE and Cooperative learning in the Mathematics classes. The research data forthcoming from the empirical study were analysed. During this analysis the focus fell on specifically six points. The six points were the following: • What level of understanding do the respondents have of OBE and Cooperative learning? • What level of training have respondents undergone pertaining to OBE and Cooperative learning? • Does the need exist among respondents to implement OBE and Cooperative learning in their Mathematics classes? • Are respondents capable of implementing OBE and Cooperative learning in their Mathematics classes? • How often are OBE and Cooperative learning used by the respondents in the Mathematics classes? • Is there a need among respondents for further training in OBE and Cooperative learning? The analysis was followed by an elaborate discussion of the above mentioned points to ensure the data acquired were understood and correctly interpreted. This allowed the researcher to draw certain conclusions, which in turn, along with personal experience, were used to make recommendations with respect to the integration of OBE and Cooperative learning as teaching approaches in Mathematics classes.
- Full Text:
- Authors: Volschenk, David Eduan
- Date: 2009-02-27T07:12:48Z
- Subjects: competency based education , group work in education , mathematics study and teaching
- Type: Thesis
- Identifier: uj:8191 , http://hdl.handle.net/10210/2195
- Description: M.Ed. , The central focus of the study is the development of guidelines and the creation of a implementation model for the integration of Outcomes Based Education (hereafter referred to as OBE) and Cooperative learning. The purpose of both the guidelines and the implementation model is to assist colleges with the implementation of the Education Strategy of the National Department of Education as proposed by the Minister of Education. A literature study was initiated through the identification of a problem area. A problem statement was formulated, followed by determining a working methodology which was to be followed during the execution of the study. During the study as well as the development stages of the implementation model, both OBE and Cooperative learning remained the central focus. By means of a literature study both the focus points were highlighted by the emphasis on the integration of OBE and Cooperative learning. The literature study was followed by a quantitative empirical study. The study was supported by the development of a qualitative data gathering instrument. The empirical study was conducted at 3 colleges. The purpose of the empirical study was to determine the extend to which lecturers were employing OBE and Cooperative learning in the Mathematics classes. The research data forthcoming from the empirical study were analysed. During this analysis the focus fell on specifically six points. The six points were the following: • What level of understanding do the respondents have of OBE and Cooperative learning? • What level of training have respondents undergone pertaining to OBE and Cooperative learning? • Does the need exist among respondents to implement OBE and Cooperative learning in their Mathematics classes? • Are respondents capable of implementing OBE and Cooperative learning in their Mathematics classes? • How often are OBE and Cooperative learning used by the respondents in the Mathematics classes? • Is there a need among respondents for further training in OBE and Cooperative learning? The analysis was followed by an elaborate discussion of the above mentioned points to ensure the data acquired were understood and correctly interpreted. This allowed the researcher to draw certain conclusions, which in turn, along with personal experience, were used to make recommendations with respect to the integration of OBE and Cooperative learning as teaching approaches in Mathematics classes.
- Full Text: