List of Titles

Authors: Southwood, Sue , Samson, Duncan , Sewry, Joyce D
Date: 2012
Language: English
Type: Article
Identifier: vital:6083 , http://hdl.handle.net/10962/d1003918 , http://hdl.handle.net/10520/EJC132134
Description: This paper describes a study motivated by a general concern to capture innovative and effective practice in higher education, supporting a move towards a ‘pedagogy of possibility’, ‘understanding who we are and what we do’, opening up ‘new ways of being in the university’ (Boughey, 2010). The research seeks to investigate the nature of epistemological access afforded by a first-year chemistry intervention programme, with an ultimate aim of contributing to the development of effective spaces for learning in higher education. The study is regarded as dynamic in terms of its emergence from, and its intended contribution to, practice. The outcome of this somewhat emergent process not only suggests relevant and useful insights into educational practice in higher education but also offers an appropriate and meaningful model for conducting research in higher education. This research contributes to the field both pedagogically as well as methodologically.
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Date Issued: 2012

Authors: Linneweber-Lammerskitten, Helmut , Schäfer, Marc , Samson, Duncan
Date: 2010
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/140949 , vital:37931 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC20930
Description: This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.
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Date Issued: 2010

Authors: Samson, Duncan , Schäfer, Marc
Date: 2007
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/141026 , vital:37938 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC20890
Description: This paper reports on a study of the extent to which question design affects the solution strategies adopted by children when solving linear number pattern generalisation tasks presented in pictorial and numeric contexts. The research tool comprised a series of 22 pencil-and-paper exercises based on linear generalisation tasks set in both numeric and two-dimensional pictorial contexts. The responses to these linear generalisation questions were classified by means of stage descriptors as well as stage modifiers. The method or strategy adopted was analysed and classified into one of seven categories. In addition, a meta-analysis focused on the formula derived for the nth term in conjunction with its justification. The results of this study strongly support the notion that question design can play a critical role in influencing learners' choice of strategy and level of attainment when solving pattern generalisation tasks. An understanding of the importance of appropriate question design has direct pedagogical application within the context of the mathematics classroom.
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Date Issued: 2007

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