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1.
《Africa Education Review》2013,10(3):361-380
ABSTRACTMultiple Intelligence Theory suggests that individuals perceive knowledge in eight different ways. This article reports on a study that explored the role of manipulatives in the teaching and learning of trigonometric ratios in grade 10. The approach attempts in addressing three domains of the Multiple Intelligence Theory (linguistic/verbal intelligence, logical/mathematical intelligence and spatial intelligence). The foundation of this research was a case study contained in the interpretative paradigm involving five grade 10 mathematics pupils at a high school in South Africa. The data was collected from: (1) activity sheet containing written responses of pupils; (2) observations; and (3) semi-structured interviews. The data was analysed and it was found that the use of manipulatives in teaching and learning mathematics played a positive role in leaners understanding of trigonometric ratios at grade 10 level. In general the findings of this study supported other research findings that confirm that manipulatives were important mediating tools in the development of conceptual and procedural understanding of mathematical concepts. Besides these pedagogical implications the study proved that the manipulatives effectively consolidated the features of Lesh's model. 相似文献
2.
Jill Adler 《Journal of Mathematics Teacher Education》2000,3(3):205-224
In this report, I examine resources and their use in school mathematics. I do so from the perspective of mathematics teacher
education and with a view to the practice of school mathematics. I argue that the effectiveness of resources for mathematical
learning lies in their use, that is, in the classroom teaching and learning context. The argument pivots on the concepts of
school mathematics as a hybrid practice and on the transparency of resources in use. These concepts are elaborated by examples
of resource use within an in-service teacher education research project in South Africa. I propose that mathematics teacher
education needs to focus more attention on resources, on what they are and how they work as an extension of the teacher in
school mathematics practice. In so doing, the report provides a language with which mathematics teacher educators and mathematics
teachers can investigate teachers' use of resources to support mathematical learning in particular and diverse contexts.
This revised version was published online in September 2006 with corrections to the Cover Date. 相似文献
3.
Undoubtedly the acquisition of mathematical skills for problem solving is critically important in today’s sophisticated technological world. There is growing evidence that meta-cognition application is an important component of academic success in general and impacts on mathematical achievement in particular. Teachers’ application of meta-cognition therefore directs and reflects their teaching-practice behaviour which influences their learners’ learning with understanding in problem-solving. The purpose of the study reported on in this article was to explore teachers’ available meta-cognitive skills in class with the intention of supporting learners’ development of mathematics in problem-solving in some selected rural primary schools in the Eastern Cape, South Africa. The participants were three teachers purposefully selected from three primary schools. Interviews were conducted with the three teachers and three lessons were observed. The interviews, as an extension of observation, focused on the teachers’ knowledge or understanding of available meta-cognitive skills and how they used these skills in helping their learners’ development of mathematics problem-solving. The findings included a detailed exploration of the teachers’ acquisition and use of specific metacognitive skills, either consciously or unconsciously, during teaching and learning processes in order to develop their mathematics learners’ meta-cognitive skills as well as in solving mathematical problems. The results of the observation showed that there was evidence of teachers applying meta-cognitive skills unconsciously in assisting their learners in problemsolving in class. The interviews confirmed this evidence of available meta-cognitive skills which the teachers usually applied in assisting their learners in problem-solving in class. Recommendations have been made regarding teachers’ methods of teaching to improve the development of such skills in the lives of their mathematics learners through problemsolving. 相似文献
4.
The use of writing to learn mathematics at the university-level is a pedagogical tool that has been gaining momentum. The setting of this study is a second-year differential equations class where written assignments have been incorporated into the course. By analyzing survey results and students' written work, we examine the extent to which students view writing as an effective learning strategy, as well as their beliefs about the relationship between mathematical writing and communication. We also discuss what students' narratives reveal about their past mathematical experiences. 相似文献
5.
A popular explanation for low student achievement in many developing countries’ primary schools is that students have relatively little opportunity to learn (OTL) the skills needed for academic success. However logical this explanation may be, surprisingly little empirical evidence has been presented to support it. In this paper we address this gap by estimating the effect of OTL on students’ academic performance using rich data we gathered on the teaching process in a large number of South African and Botswana Grade 6 classrooms. We use an innovative classroom fixed effects approach to estimate the impact of OTL on students’ mathematics achievement gains. We found statistically significant but very different results for our South Africa and Botswana samples. The discussion of those results in the context of differences in the two school systems gives us insights into the importance and limits of OTL as an explainer of student learning in low achievement schools. 相似文献
6.
7.
Andrew Lambirth 《English in Education》2016,50(3):215-232
This article reports on a study which was part of a two year writing project undertaken by a University in South East England with 17 primary schools. A survey sought the views of up to 565 children on the subject of writing. The analysis utilises Ivanič's ( 2004 ) discourses of writing framework as a heuristic and so provides a unique lens for a new understanding of children's ideological perspectives on writing and learning how to write. This study shows the development of learned or acquired skills and compliance discourses by the participating children within which accuracy and correctness overrides many other considerations for the use of the written word. 相似文献
8.
《International Journal of Educational Development》1994,14(3):271-287
Post-independence South Africa faces many consequences of apartheid. One legacy has been the creation of a population of school leavers for whom under-achievement in mathematics has become the norm. This paper evaluates (a) the extent and causes of under-performance in mathematics in the general population; (b) the resourcing of mathematical education, and (c) the mathematics curriculum. Evidence is provided to show that in addition to personal and social losses created by under-performance in mathematics, economic wastage has resulted from having neglected to create the conditions for the development of an appropriately numerate population. The paper offers proposals for the improvement of mathematical education through an extension of the democratic process. 相似文献
9.
Petra Engelbrecht Marietjie Oswald Chris Forlin 《British Journal of Special Education》2006,33(3):121-129
The British Index for Inclusion was selected to be used in three primary schools in the Western Cape Province in South Africa in order to develop a South African model to assist in the development of inclusive schools. The Index for Inclusion process entails progression through a series of five developmental phases and this paper, written by Petra Engelbrecht, professor in educational psychology and special education and senior research director at Stellenbosch University, Marietjie Oswald, lecturer in special education at Stellenbosch University, and Chris Forlin, associate professor in special education at the Hong Kong Institute of Special Education, is a reflection of the first two phases. Qualitative data were generated from the consultative process followed in the schools during the first phase and both qualitative and quantitative data from questionnaires regarding the perceptions of all school community members on the inclusive practices or lack thereof in their schools during the second phase. The authors drew out the following five themes from the three sets of data: an inclusive school philosophy; democratic leadership, structures, processes and values; collaboration; addressing learner diversity; and resources. Petra Engelbrecht, Marietjie Oswald and Chris Forlin, all of whom were working on a UNESCO-funded project to trial the use of the Index for Inclusion in South Africa, suggest that these themes provided invaluable insights into both the common and unique complexities, the problems and the assets of the different school communities. The themes are discussed in detail in this article, raising fascinating issues for the development of inclusion in different contexts around the world, and will be used to inform the three remaining phases of the Index for Inclusion process. 相似文献
10.
AbstractA key intervention of the South African Numeracy Chair Project (SANCP) since 2011 has been the introduction of mathematics (or maths) clubs, which occur in the out-of-school time space. In 2016 the maths club concept was developed into a 15-week Pushing for Progression (PfP) teacher development programme which supports primary school mathematics teachers to run clubs beyond the SANCP local area. Expanding intervention models beyond local schools is imperative in the second phase of the SANCP (2016–2020). Working from a mixed methods methodological approach, the researchers collected pre- and post-data for a 4-operations assessment of the entire PfP programme. In this article they share learner data from one of the nine teachers who participated in the PfP maths club programme in the Uitenhague District, Eastern Cape, South Africa, to illuminate how partnerships between academics, district officials and teachers can enable powerful student learning in the club space. They argue further that within the tightly focused development programme run by teachers in this one district, it is possible for learners to make substantive progress in mathematical proficiency (MP) (especially procedural fluency and conceptual understanding) when comparing scores and learner methods between a pre- and post- assessment. 相似文献
11.
South Africa’s readiness to integrate ICT into mathematics and science pedagogy in secondary schools
One of South Africa’s identified priorities is the implementation of ICT in education. To this end a phased implementation
plan was initiated in 2004 for ICT to be implemented into schools across the country over eight years. During this time South
Africa also participated in three international studies undertaken by the International Association for the Evaluation of
Educational Achievement (IEA) focusing on ICT in Education. Each of these permitted the country to benchmark its progress
in terms of other countries and their implementation of ICT in education. The latest study, SITES 2006 provides a useful set
of indicators against which South Africa can evaluate its progress with regard to its implementation of ICT. This paper seeks
to evaluate South Africa’s readiness to integrate ICT into mathematics and science classrooms. This was done using a number
of indicators of “sustainable change” derived from SITES 2006 and then comparing these to countries such as Chile, Thailand
and Norway, the former two with similar context and conditions and the latter with contrasting conditions. The findings reveal
that whilst South Africa has made some progress since 1998 in terms of the implementation of ICT in education, that the majority
of schools are still in their infancy regarding the acquisition of ICT and most of those who have access are still in the
process of trying to integrate the ICT into their teaching and learning. It would appear that more fundamental needs in South
Africa’s education system have dominated its priorities. 相似文献
12.
Some schools in the neighbourhood of Sefako Makgatho Health Sciences University (SMU) in South Africa persistently yielded poor mathematics results in the past years. This was of concern since maths is the main subject for many opportunities, including admissiontoSMUstudy programmes. Some SMU maths lecturers partnered with local schools to prepare the students in these schools. The aimwas to improve maths teaching and matric maths results. The teachers were assisted with maths concepts of most difficulty. This article describes the initiatives by some academics of SMU in achieving this. 相似文献
13.
《师资教育杂志》2012,38(3):283-301
This paper focuses on a British Council funded Higher Education Link project involving three institutions—Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands: contextual profiling that will establish the applicability of a European teacher education project to the South African context, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles. The project is strongly influenced by the South African Revised National Curriculum statements pertaining to environment and an analysis of the impact that these materials have had on promoting whole school approaches to environmental education in South Africa. The link's initial purpose is to develop advanced certificate in education (ACE) course materials that will promote whole school approaches to environmental education, based on developing concepts of collaboration, pupil participation, educational process and action in schools in South Africa. Materials from the MMU‐based, European Commission funded Sustainability Education in European Primary Schools (SEEPS) Project will be adapted for use in South Africa by UNISA and Rhodes. This paper reports on the development of the project and explores some of its activities and results to date. It documents how the project team approached the integrating redevelopment of SEEPS ideas and materials to use these resources in the design of continuing professional development (CPD) activities for ACE courses in environmental education at UNISA and Rhodes. The second section is written in semi‐dialogue form to try to reflect the nature of the discussions that occurred between the partners in the link during meetings in the UK. This dialogue outlines the conceptual and philosophical background to the SEEPS Project before examining continuities and tensions that arose in clarifying and situating guiding perspectives for CPD and whole school approaches in and for South African school contexts through the medium of teacher education. The paper also reviews how the South African team are interacting with ideas and materials from SEEPS to clarify whole school approaches to environmental education in South Africa and discusses the contexts within which the outcomes of the link will unfold. 相似文献
14.
Cyril Julie 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(2):99-109
There is widespread belief that computers should be used for the teaching and learning of mathematics. Research indicates that computers are primarily used in mathematics classes: (1) to reinforce previously taught concepts, (2) to allow students to construct computer programs to simulate mathematical techniques known to the student and (3) to explore mathematical microworlds encompassing mathematical ideas and concepts normally known to the student. Furthermore, it is said that pre-service teachers should experience the learning of mathematical ideas and concepts of which they had no prior experience in environments in which computers are just one of the resources available for exploring and experimenting with these ideas and concepts. How should these learning environments be constructed so that pre-service teachers are sensitised to the value of doing mathematics in such environments? Is a student's understanding of novel mathematical concepts enhanced when s/he explores it in a computer-enriched environment? An experiment with pre-service teachers was carried out in a college of education for blacks in South Africa. This article describes the insights gained from this experiment. 相似文献
15.
This article addresses mathematics education in one of the most closed countries in the world, North Korea. It is known that ideology permeates all aspects of life in North Korea, but how exactly do the ideological and substantive mathematical components interact in mathematics education there? What concrete form does this interaction take in actual everyday teaching practice? This article seeks to answer these questions based on interviews with former North Korean mathematics teachers and students who have found a refuge in South Korea. With their help, we attempt to analyze the everyday life of North Korean schools, by reconstructing their concrete features and the routines of North Korean mathematics education. 相似文献
16.
N. Chitera 《Journal of Mathematics Teacher Education》2011,14(3):231-246
Most countries in Africa have introduced the use of local languages as the language of learning and teaching for the first
few years of schooling. Meaning that for the first few years of learning, learners learn mathematics in their local languages.
In response to this, most research has focused on the challenges of using local languages in multilingual mathematics classrooms
in schools. Not much research focuses on how the teacher educators prepare the prospective teachers to teach mathematics in
multilingual classrooms. To further knowledge in the area of multilingualism in mathematics education, I, in this paper, present
an analysis of the literature on multilingual teacher education in Africa. Specifically, I look at what it is that governments
in interested countries are doing in teacher education programs in response to the introduction of local languages in schools.
From the literature examined, I found that although there is awareness in a number of countries of the need for multilingual
teacher education, not much has been done in order to train mathematics teachers on how to use local languages in the classroom.
I therefore recommend that, for those countries that have implemented or planning to introduce the use of local languages
in schools, some reforms should also take place in teacher education programs in terms of training the prospective teachers
how to teach in local languages. 相似文献
17.
This article reports on a two-year evaluation of the Gauteng Primary Language and Mathematics Strategy (GPLMS), an innovative system-wide reform intervention designed to improve learning outcomes in Gauteng Province, South Africa. Using data from universal testing of all learners in 2008 on a provincial systemic evaluation, as well as data from the 2011, 2012 and 2013 Annual National Assessment tests, this article investigates whether or not the GPLMS improves the numeracy skills of learners in early-grade mathematics in underperforming schools. Using as identification strategy, the natural experiment that resulted from a miscalculation of the provincial systemic evaluation test scores in 2008, which had been used to assign schools to the GPLMS intervention, the study shows that the GPLMS intervention is positively associated with improvements in early-grade mathematics performance of schools in the neighbourhood around the assignment threshold. The findings of the study contribute to the growing body of knowledge that shows the effectiveness of combining lesson plans, learner resources, and quality teacher capacity building. 相似文献
18.
This study focuses on quantifying the quality of mathematics teaching in 183 randomly selected sixth grade classrooms: 100 from the North West province of South Africa and 83 from South East Botswana. The teaching quality is measured by coding videotaped lessons for three different components: mathematical proficiency, level of cognitive demand, and observed teacher knowledge. Results suggest that the overall teaching quality is about the same in both regions. Some variation was observed at the level of each component. For example, in the South Africa sample the students engage more in tasks that just involve “memorization” and less in tasks that involve “procedures without connections” in comparison with the Botswana students. Teachers in Botswana implement the official curriculum more faithfully than do those in North West. In both countries most of the learners engaged only in low-level tasks (very little activity involved “procedures with connections”) and teachers demonstrated a lack of knowledge about how to integrate mathematical content with effective pedagogical techniques. 相似文献
19.
《Africa Education Review》2013,10(3):568-587
Abstract To meet the demands of our highly technological and globally competitive society, it is becoming increasingly important for all learners in South Africa to obtain skills and knowledge in mathematics. However, South Africa performed the worst of all the countries who participated in the Trends in International Mathematics and Science Study (TIMMS). Education in South Africa is now confronted with the dilemma of how to improve the mathematics performance of learners. One way of dealing with this dilemma is to apply Howard Gardner's Theory of Multiple Intelligences in the classroom. This intervention should contribute positively to the South African Government's Foundation for Learning Campaign. This article suggests specific ways in which teachers can incorporate the different intelligences in their teaching and learning activities in the mathematics classroom. Recommendations are made for the application of the Multiple Intelligences Theory in the mathematics classroom, and topics for future research are suggested. 相似文献
20.
Repurposing children’s television for the classroom: teachers’ use of “square one tv” videocassettes
Milton Chen Jan Ellis Karen Hoelscher 《Educational technology research and development : ETR & D》1988,36(3):161-178
This study investigated whether a major new children’s television series on mathematics, produced primarily for an at-home
audience, could be “repurposed” for classroom use. Segments were selected from the PBS children’s series, “Square One TV,”
and edited into 30 videocassettes organized by curriculum topics. Teachers in two public elementary schools in Cambridge,
Massachusetts, used the cassettes over a 10-week period. Both qualitative and quantitative data were collected, including
teacher interviews, teacher journals of classroom use, researcher observations, a survey of student attitudes toward mathematics,
and student interviews. Teachers found the reformatted cassettes to be useful motivational and instructional resources, especially
in demonstrating connections between mathematical ideas and real-world situations. A videotape of teacher and student responses
is available from the authors.
This paper written while Dr. Chen was an assistant professor at the same school, won the Instructional Video Paper Competition
marking the 25th anniversary of the Agency for Instructional Technology, Bloomington, Indiana. 相似文献