A preliminary investigation into the development of computer ability, mathematics concepts and problem solving techniques using turtle geometry
- Authors: Stoker, John
- Date: 1984
- Subjects: Mathematics -- Computer-assisted instruction Geometry -- Computer-assisted instruction Computer-assisted instruction Geometry -- Study and teaching LOGO (Computer program language) Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1865 , http://hdl.handle.net/10962/d1004598
- Description: From Introduction: The impact of computer technology has not yet been felt in South African primary schools. Yet it is believed that the effect of microelectronics on society will cause a revolution as significant as the industrial revolution. Whereas the industrial revolution amplified and extended the power of human muscles, the new microcomputer technology will mostly be concerned with amplifying and extending the power of the human mind. In order that the future generation might come to terms with the rapidly changing conditions, it is suggested that children of school age benefit by gaining experience with the new technology. It was against this background of challenge that I began to explore various uses of the new technology. The Cockcroft Committee (1982) investigation considered many aspects of mathematics teaching in primary and secondary schools in England. They gave a clear indication of the place of the microcomputer in mathematics teaching when they made this significant observation, "There can be no doubt that the increasing availability of microcomputers in schools offers considerable opportunity to teachers of mathematics to enhance their existing practice and also to work in ways which have not hitherto been possible." (para. 402). The aspect of 'doing' mathematics 'in ways which have not hitherto been possible' caught my attention. I saw the microcomputer as a powerful tool which would extend the children's range of mathematical experiences through the use of simulations. Seymour Papert (1980) propounds an exciting vision of education for the future which consists of collaboration between computers and children. His philosophy does not allow for computers programming children through drill and practice methods. He envisages the child programming the computer and mastering the powerful technology by using a highly active problem solving method. Besides learning problem solving skills, the aspect most emphasized by Papert (1971, 1972, 1980) is that through building and experimenting with computer programs, a child ought to gain new mathematical insights in the topic under investigation.
- Full Text:
- Date Issued: 1984
- Authors: Stoker, John
- Date: 1984
- Subjects: Mathematics -- Computer-assisted instruction Geometry -- Computer-assisted instruction Computer-assisted instruction Geometry -- Study and teaching LOGO (Computer program language) Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1865 , http://hdl.handle.net/10962/d1004598
- Description: From Introduction: The impact of computer technology has not yet been felt in South African primary schools. Yet it is believed that the effect of microelectronics on society will cause a revolution as significant as the industrial revolution. Whereas the industrial revolution amplified and extended the power of human muscles, the new microcomputer technology will mostly be concerned with amplifying and extending the power of the human mind. In order that the future generation might come to terms with the rapidly changing conditions, it is suggested that children of school age benefit by gaining experience with the new technology. It was against this background of challenge that I began to explore various uses of the new technology. The Cockcroft Committee (1982) investigation considered many aspects of mathematics teaching in primary and secondary schools in England. They gave a clear indication of the place of the microcomputer in mathematics teaching when they made this significant observation, "There can be no doubt that the increasing availability of microcomputers in schools offers considerable opportunity to teachers of mathematics to enhance their existing practice and also to work in ways which have not hitherto been possible." (para. 402). The aspect of 'doing' mathematics 'in ways which have not hitherto been possible' caught my attention. I saw the microcomputer as a powerful tool which would extend the children's range of mathematical experiences through the use of simulations. Seymour Papert (1980) propounds an exciting vision of education for the future which consists of collaboration between computers and children. His philosophy does not allow for computers programming children through drill and practice methods. He envisages the child programming the computer and mastering the powerful technology by using a highly active problem solving method. Besides learning problem solving skills, the aspect most emphasized by Papert (1971, 1972, 1980) is that through building and experimenting with computer programs, a child ought to gain new mathematical insights in the topic under investigation.
- Full Text:
- Date Issued: 1984
An inquiry into relationships between certain personality factors and attitudes to mathematics in some selected schools in the range standards three to five
- Authors: Light, David Leon
- Date: 1984
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1880 , http://hdl.handle.net/10962/d1005866
- Description: Mathematics--Study and teaching (Elementary)--Psychological aspects
- Full Text:
- Date Issued: 1984
- Authors: Light, David Leon
- Date: 1984
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1880 , http://hdl.handle.net/10962/d1005866
- Description: Mathematics--Study and teaching (Elementary)--Psychological aspects
- Full Text:
- Date Issued: 1984
An investigation into the use of the standard 7 year-end mathematics results as a predictor of the mark obtained in the final Cape Senior Certificate examination
- Authors: Viljoen, Richard Antony
- Date: 1984
- Subjects: Mathematics -- Study and teaching (Secondary) Mathematics -- Study and teaching (Secondary) -- South Africa -- East London School children -- South Africa -- East London Mathematical ability Examinations -- South Africa -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1830 , http://hdl.handle.net/10962/d1003749
- Description: From Introduction: As the headmaster of a large co-educational High School in East London, I have to counsel Standard 7 pupils at the end of each year with regard to their subject choices for the Senior Secondary phase. In consultation with the teacher-psychologists and the Standard 7 teachers, one has to make decisions with regard to subjects which could have far-reaching effects on the pupil. Year after year the greatest discussion and most difficult decisions concern whether or not to continue with mathematics. At the end of the Standard 7 year, the pupil is faced with a choice of subjects, one of which is usually mathematics. Depending on the school, this choice is often wide and the average Standard 7 pupil can, in spite of careful counselling and advice, still be bewildered and confused. One of the best methods of objectively predicting pupil performance is through the use of various standardised tests. Although some norm-based tests exist, very few schools apply these tests to help predict mathematics performance in the Senior Secondary Course. To aid the pupil in deciding whether or not mathematics should be taken in Standards 8, 9 and 10 it would be extremely useful if there were some guide or predictor on which this decision could be based, as it is generally accepted amongst teachers that mathematics can be a stumbling block in the Cape Senior Certificate, particularly by the weaker candidate. If it could be shown that the Standard 7 year-end mathematics mark could be used to help predict whether :- •the pupil would be likely to pass or fail mathematics in the Cape Senior Certificate; •what symbol the pupil would obtain; a decision as to whether or not he should continue with the subject could be made at this stage, and, depending on his Standard 7 mark, what the likely consequences of this decision would be. In the United Kingdom in particular, the use of A-level examination results have been used as predictors in subsequent educational courses and this has been the subject of fairly extensive research during the 1970's. The extent to which O-level examination results are predictive of A-level achievement has, however, received very little attention. The situation in South Africa is very similar and very little, if any, work has been done in assessing the effectiveness of using school marks in the lower standards of high school to predict marks in the upper standards. It is difficult to suggest a reason for this as such work would be of inestimable value in providing information for use in the counselling and selection of subjects for pupils embarking on the Senior Secondary Course.
- Full Text:
- Date Issued: 1984
- Authors: Viljoen, Richard Antony
- Date: 1984
- Subjects: Mathematics -- Study and teaching (Secondary) Mathematics -- Study and teaching (Secondary) -- South Africa -- East London School children -- South Africa -- East London Mathematical ability Examinations -- South Africa -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1830 , http://hdl.handle.net/10962/d1003749
- Description: From Introduction: As the headmaster of a large co-educational High School in East London, I have to counsel Standard 7 pupils at the end of each year with regard to their subject choices for the Senior Secondary phase. In consultation with the teacher-psychologists and the Standard 7 teachers, one has to make decisions with regard to subjects which could have far-reaching effects on the pupil. Year after year the greatest discussion and most difficult decisions concern whether or not to continue with mathematics. At the end of the Standard 7 year, the pupil is faced with a choice of subjects, one of which is usually mathematics. Depending on the school, this choice is often wide and the average Standard 7 pupil can, in spite of careful counselling and advice, still be bewildered and confused. One of the best methods of objectively predicting pupil performance is through the use of various standardised tests. Although some norm-based tests exist, very few schools apply these tests to help predict mathematics performance in the Senior Secondary Course. To aid the pupil in deciding whether or not mathematics should be taken in Standards 8, 9 and 10 it would be extremely useful if there were some guide or predictor on which this decision could be based, as it is generally accepted amongst teachers that mathematics can be a stumbling block in the Cape Senior Certificate, particularly by the weaker candidate. If it could be shown that the Standard 7 year-end mathematics mark could be used to help predict whether :- •the pupil would be likely to pass or fail mathematics in the Cape Senior Certificate; •what symbol the pupil would obtain; a decision as to whether or not he should continue with the subject could be made at this stage, and, depending on his Standard 7 mark, what the likely consequences of this decision would be. In the United Kingdom in particular, the use of A-level examination results have been used as predictors in subsequent educational courses and this has been the subject of fairly extensive research during the 1970's. The extent to which O-level examination results are predictive of A-level achievement has, however, received very little attention. The situation in South Africa is very similar and very little, if any, work has been done in assessing the effectiveness of using school marks in the lower standards of high school to predict marks in the upper standards. It is difficult to suggest a reason for this as such work would be of inestimable value in providing information for use in the counselling and selection of subjects for pupils embarking on the Senior Secondary Course.
- Full Text:
- Date Issued: 1984
History field trips in and around East London as related to the standard eight Cape history syllabus
- Authors: Marshall, B I C
- Date: 1984
- Subjects: School field trips -- South Africa -- East London History -- Study and teaching (Secondary) -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1909 , http://hdl.handle.net/10962/d1007051
- Full Text:
- Date Issued: 1984
History field trips in and around East London as related to the standard eight Cape history syllabus
- Authors: Marshall, B I C
- Date: 1984
- Subjects: School field trips -- South Africa -- East London History -- Study and teaching (Secondary) -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1909 , http://hdl.handle.net/10962/d1007051
- Full Text:
- Date Issued: 1984
Some aspects of the teaching of English as a main language at the secondary level with special reference to the question of 'language'
- Authors: Crampton, Michael Edward
- Date: 1984
- Subjects: English language -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1873 , http://hdl.handle.net/10962/d1004926
- Description: From Introduction: A training in English literature followed by a limited number of English method lectures on how to teach a prescribed Victorian novel proved inadequate in these circumstances. Moreover, several years of interaction with colleagues in staff rooms, conferences and seminars in England and South Africa failed to yield a secure sense of purpose or a confident understanding of why, when and how to teach what in the English lesson. Too many amateurs are employed to teach English. Barn dancers might as well teach ballet. Yet for all that, there grew a conviction, reinforced by the vital involvement of many inspiring colleagues, that English teaching is the mainspring of the educational process where that language is the medium of education. The hope of making some contribution to the advancement of the English teaching profession, especially for the benefit of those who look up, hoping to learn, is sufficient motivation for this work. The endeavour will be, in the first place, to review some traditional aspects of English teaching in their historical context. A description of the traditional sources upon which the profession intuitively draws might assist in explaining the existence of certain attitudes. In chapters 2-4 an analysis of current thinking, directions and practices will aim to explore some aspects of what English teaching in schools is, when and how it happens and to what end. The direction in which the profession is moving will be weighed against the relevance of school English in the further learning experiences of school leavers before conclusions and recommendations are listed. Throughout, the purpose will be to contribute insights into the practice of teaching English as a main language. The term 'main language' has been deliberately chosen. Growing numbers of South Africans might be described as English L2 'main language' speakers in the sense that though Afrikaans, Zulu, Xhosa or Gujarati might be regarded as their 'first' language , English is the language which they mainly use in the ordinary business of life, in the home, at work and at play. The situation is fluid and interactive. Many adult speakers are in the process of assuming English as a main language. Small groups at work (and increasingly in lecture halls and classrooms) might, in learning contexts use English mainly as a means of interaction but include a variety of native Ianguage speakers from Armenian to ZuIu. The concept of English as a 'main' as distinct from 'first' or 'second' language seems to be gaining fresh significance. The fact that it is no longer safe to assume that main language English speakers will all be drawn from uniform speech communities, has major implications for the teaching of the subject; implications that will rapidly become more significant with the eradication of apartheid from our society. In this study, focus will be upon the teaching of the subject at the secondary level. Within that area particular emphasis will fall upon the final three years of schooling. With the approach of the matriculation examination many schools begin to rattle their shackles, bringing 'English specialists' to bear on prescribed works and increasing the intensity of tests and mock examinations. The leisurely dalliance with projects and casual affairs with creative work associated with English in the early years, can be forgotten as attention is confined with increasing intensity on possible examination questions . Thus the opportunity to finish what has been begun is often wasted. Where added impetus and direction could be given in the final years to interest, enjoyment and abilities fostered at primary and junior secondary levels, preoccupation with an irrelevant literary erudition, with disjointed comprehension passages and spurious essay topics, can stifle natural growth. On the other hand it must be acknowledged that the impetus provided by the final examination can channel energy and produce insights that might otherwise have remained dormant. Thus, while the final three years of schooling are educationally no more important than any other phase in the twelve years schooling, they do III involve important issues within the writer's range of experience.
- Full Text:
- Date Issued: 1984
- Authors: Crampton, Michael Edward
- Date: 1984
- Subjects: English language -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1873 , http://hdl.handle.net/10962/d1004926
- Description: From Introduction: A training in English literature followed by a limited number of English method lectures on how to teach a prescribed Victorian novel proved inadequate in these circumstances. Moreover, several years of interaction with colleagues in staff rooms, conferences and seminars in England and South Africa failed to yield a secure sense of purpose or a confident understanding of why, when and how to teach what in the English lesson. Too many amateurs are employed to teach English. Barn dancers might as well teach ballet. Yet for all that, there grew a conviction, reinforced by the vital involvement of many inspiring colleagues, that English teaching is the mainspring of the educational process where that language is the medium of education. The hope of making some contribution to the advancement of the English teaching profession, especially for the benefit of those who look up, hoping to learn, is sufficient motivation for this work. The endeavour will be, in the first place, to review some traditional aspects of English teaching in their historical context. A description of the traditional sources upon which the profession intuitively draws might assist in explaining the existence of certain attitudes. In chapters 2-4 an analysis of current thinking, directions and practices will aim to explore some aspects of what English teaching in schools is, when and how it happens and to what end. The direction in which the profession is moving will be weighed against the relevance of school English in the further learning experiences of school leavers before conclusions and recommendations are listed. Throughout, the purpose will be to contribute insights into the practice of teaching English as a main language. The term 'main language' has been deliberately chosen. Growing numbers of South Africans might be described as English L2 'main language' speakers in the sense that though Afrikaans, Zulu, Xhosa or Gujarati might be regarded as their 'first' language , English is the language which they mainly use in the ordinary business of life, in the home, at work and at play. The situation is fluid and interactive. Many adult speakers are in the process of assuming English as a main language. Small groups at work (and increasingly in lecture halls and classrooms) might, in learning contexts use English mainly as a means of interaction but include a variety of native Ianguage speakers from Armenian to ZuIu. The concept of English as a 'main' as distinct from 'first' or 'second' language seems to be gaining fresh significance. The fact that it is no longer safe to assume that main language English speakers will all be drawn from uniform speech communities, has major implications for the teaching of the subject; implications that will rapidly become more significant with the eradication of apartheid from our society. In this study, focus will be upon the teaching of the subject at the secondary level. Within that area particular emphasis will fall upon the final three years of schooling. With the approach of the matriculation examination many schools begin to rattle their shackles, bringing 'English specialists' to bear on prescribed works and increasing the intensity of tests and mock examinations. The leisurely dalliance with projects and casual affairs with creative work associated with English in the early years, can be forgotten as attention is confined with increasing intensity on possible examination questions . Thus the opportunity to finish what has been begun is often wasted. Where added impetus and direction could be given in the final years to interest, enjoyment and abilities fostered at primary and junior secondary levels, preoccupation with an irrelevant literary erudition, with disjointed comprehension passages and spurious essay topics, can stifle natural growth. On the other hand it must be acknowledged that the impetus provided by the final examination can channel energy and produce insights that might otherwise have remained dormant. Thus, while the final three years of schooling are educationally no more important than any other phase in the twelve years schooling, they do III involve important issues within the writer's range of experience.
- Full Text:
- Date Issued: 1984
The career maturity of the gifted and talented pupil
- Authors: Rainier, Markseller Garrett
- Date: 1984
- Subjects: Gifted children--Psychology Counseling in vocational education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1371 , http://hdl.handle.net/10962/d1001437
- Description: In 1980 the cape Education Department launched a Gifted and Talented programme in some schools which was intended to enrich the educational experience of the more able pupils. Numerous studies have shown these pupils to have a higher level of career maturity than non-gifted pupils, but the studies have also shown that these pupils face unique career- development problems. Gifted and Talented pupils constitute an important source of manpower and their potential contribution to the total society is great. Consequently they are in need of effective career guidance to help them overcome their unique problems and realize their potential. This study set out to discover if the career maturity of a group of Standard 9 Gifted and Talented pupils, identified according to the original Cape Education Department criteria, is indeed higher than that of their peers and to make recommendations for facilitating career education among these pupils. Contrary to expectations the Gifted and Talented pupils did not show significantly higher levels of career maturity than their peers, as measured on the Attitude Scale of Crites ' Career Maturity Inventory. Compared with the American norms , the scores obtained by the research population were unfavourable. The validity of the I .Q. scores used and the criteria for identification of Gifted and Talented pupils are seen as questionable which could have led to an inaccurate grouping of the pupils as Gifted and Talented or non- gifted. Recommendations are made for a basic career education programme for all pupils which would include periods of active work experience. Recommendations for additional career education for those currently classified as Gifted and Talented pupils are also made, so as to allow these pupils additional time for self- development, decisionmaking and dealing with their unique life situation
- Full Text:
- Date Issued: 1984
- Authors: Rainier, Markseller Garrett
- Date: 1984
- Subjects: Gifted children--Psychology Counseling in vocational education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1371 , http://hdl.handle.net/10962/d1001437
- Description: In 1980 the cape Education Department launched a Gifted and Talented programme in some schools which was intended to enrich the educational experience of the more able pupils. Numerous studies have shown these pupils to have a higher level of career maturity than non-gifted pupils, but the studies have also shown that these pupils face unique career- development problems. Gifted and Talented pupils constitute an important source of manpower and their potential contribution to the total society is great. Consequently they are in need of effective career guidance to help them overcome their unique problems and realize their potential. This study set out to discover if the career maturity of a group of Standard 9 Gifted and Talented pupils, identified according to the original Cape Education Department criteria, is indeed higher than that of their peers and to make recommendations for facilitating career education among these pupils. Contrary to expectations the Gifted and Talented pupils did not show significantly higher levels of career maturity than their peers, as measured on the Attitude Scale of Crites ' Career Maturity Inventory. Compared with the American norms , the scores obtained by the research population were unfavourable. The validity of the I .Q. scores used and the criteria for identification of Gifted and Talented pupils are seen as questionable which could have led to an inaccurate grouping of the pupils as Gifted and Talented or non- gifted. Recommendations are made for a basic career education programme for all pupils which would include periods of active work experience. Recommendations for additional career education for those currently classified as Gifted and Talented pupils are also made, so as to allow these pupils additional time for self- development, decisionmaking and dealing with their unique life situation
- Full Text:
- Date Issued: 1984
The community education centre : a factor in the formula for the provision of education in South Africa
- Authors: Heath, Thomas Brian Charles
- Date: 1984
- Subjects: Community education -- South Africa Fundamental education -- South Africa Adult education -- South Africa Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1908 , http://hdl.handle.net/10962/d1006915
- Full Text:
- Date Issued: 1984
- Authors: Heath, Thomas Brian Charles
- Date: 1984
- Subjects: Community education -- South Africa Fundamental education -- South Africa Adult education -- South Africa Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1908 , http://hdl.handle.net/10962/d1006915
- Full Text:
- Date Issued: 1984
The development of an in-service training programme for mathematics teachers on the development and use of resource materials in black schools at the standard six-seven level
- Authors: Jiya, M A Yaliwe
- Date: 1984
- Subjects: Mathematics teachers -- In-service training -- South Africa Black people -- Education -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1875 , http://hdl.handle.net/10962/d1005634
- Full Text:
- Date Issued: 1984
- Authors: Jiya, M A Yaliwe
- Date: 1984
- Subjects: Mathematics teachers -- In-service training -- South Africa Black people -- Education -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1875 , http://hdl.handle.net/10962/d1005634
- Full Text:
- Date Issued: 1984
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