Examining the nature of learning within an afterschool mathematics club : a case study of four learners
- Pohamba, Penehafo K, Graven, Mellony, Stott, Deborah A, Ashipala, Daniel O
- Authors: Pohamba, Penehafo K , Graven, Mellony , Stott, Deborah A , Ashipala, Daniel O
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/70121 , vital:29623 , http://dx.doi.org/10.5430/irhe.v2n1p21
- Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. This study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. This study was interpretive in nature drawing on qualitative methods with some elements of quantification in relation to learners’ progression. The club consists of 10 learners of mixed ability (5 girls and 5 boys) at a township school in Graham’s town, South Africa. Learners in this case study were selected through purposive sampling. As part of the data collection strategies, the learners were interviewed twice in terms of their numeracy proficiency. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. This study also recommended Wright et al.’s (2006) LFIN framework to be used in assessing learners’ progress in mathematics, as it could inform the refinement of instructional design within the school curriculum and teachers’ education in the Namibian context.
- Full Text:
- Date Issued: 2017
- Authors: Pohamba, Penehafo K , Graven, Mellony , Stott, Deborah A , Ashipala, Daniel O
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/70121 , vital:29623 , http://dx.doi.org/10.5430/irhe.v2n1p21
- Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. This study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. This study was interpretive in nature drawing on qualitative methods with some elements of quantification in relation to learners’ progression. The club consists of 10 learners of mixed ability (5 girls and 5 boys) at a township school in Graham’s town, South Africa. Learners in this case study were selected through purposive sampling. As part of the data collection strategies, the learners were interviewed twice in terms of their numeracy proficiency. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. This study also recommended Wright et al.’s (2006) LFIN framework to be used in assessing learners’ progress in mathematics, as it could inform the refinement of instructional design within the school curriculum and teachers’ education in the Namibian context.
- Full Text:
- Date Issued: 2017
“Not the story you wanted to hear": reading chick-lit in JM Coetzee’s Summertime
- Moonsamy, Nedine, Spencer, Lynda G
- Authors: Moonsamy, Nedine , Spencer, Lynda G
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/138915 , vital:37685 , https://doi.org/10.1080/02533952.2017.1390878
- Description: J.M. Coetzee’s Summertime has been widely explored – both for its controversy and merits – as engaging in “acts of genre” where the inscription of an autobiographical narrative simultaneously serves as a metatextual and ideological critique of its form. Similarly, this article is intrigued by generic instability, but our terrain lies further afield, exploring how the narrative lapses from the lofty ideals of romance to the baser “truth” of chick-lit. In Summertime, all the female characters besmirch Mr. Vincent, the biographer, for wanting to cast John Coetzee in the role of a romantic hero. Yet, their resistance results in a series of romantic failures which then situates Summertime in the generic ambit of chick-lit. In embodying a spirit that is as playful as it is critical, we suggest that Coetzee offers an opportunity to cast aside a literary critical tradition of suspicion and, in doing so, passes critical comment on how we approach a popular genre like chick-lit.
- Full Text:
- Date Issued: 2017
- Authors: Moonsamy, Nedine , Spencer, Lynda G
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/138915 , vital:37685 , https://doi.org/10.1080/02533952.2017.1390878
- Description: J.M. Coetzee’s Summertime has been widely explored – both for its controversy and merits – as engaging in “acts of genre” where the inscription of an autobiographical narrative simultaneously serves as a metatextual and ideological critique of its form. Similarly, this article is intrigued by generic instability, but our terrain lies further afield, exploring how the narrative lapses from the lofty ideals of romance to the baser “truth” of chick-lit. In Summertime, all the female characters besmirch Mr. Vincent, the biographer, for wanting to cast John Coetzee in the role of a romantic hero. Yet, their resistance results in a series of romantic failures which then situates Summertime in the generic ambit of chick-lit. In embodying a spirit that is as playful as it is critical, we suggest that Coetzee offers an opportunity to cast aside a literary critical tradition of suspicion and, in doing so, passes critical comment on how we approach a popular genre like chick-lit.
- Full Text:
- Date Issued: 2017
“Wishy-washy liberalism” and “the art of getting lost” in Ivan Vladislavić’s Double Negative:
- Authors: Dass, Minesh
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142633 , vital:38097 , DOI: 10.4314/eia.v44i3.1
- Description: The politics of the protagonist of Ivan Vladislavić’s Double Negative, Neville Lister, are broadly liberal during apartheid, but show signs of becoming more conservative during the post-apartheid era. In this article, I argue that this development is unsurprising because bourgeois white liberals and conservatives in South Africa continue to cling to the privileges afforded them as the propertied class. For this reason, acknowledgements of privilege and quests for discomfort, while not necessarily dishonest, do not in and of themselves constitute progressive politics. Rather, one can, as Neville does, become comfortable with discomfort so long as it allows one to enjoy a privileged lifestyle. I therefore draw a distinction between the unease argued for in much of what constitutes whiteness studies, and a sense of being lost that seems to demand the loss of the home and its attendant association with control. This sense of lostness emerges in two ways in the novel: in a description of a photograph that contains the spectral presence of a dead child, and in a game that Neville played when he was a young boy. Both of these sections of the text also deal with the limits of art – of writing and of photography in particular. I propose that these self-reflexive episodes suggest the novel’s own limits, and gesture beyond them in ways that are worth consideration by its middle-class readership.
- Full Text:
- Date Issued: 2017
- Authors: Dass, Minesh
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/142633 , vital:38097 , DOI: 10.4314/eia.v44i3.1
- Description: The politics of the protagonist of Ivan Vladislavić’s Double Negative, Neville Lister, are broadly liberal during apartheid, but show signs of becoming more conservative during the post-apartheid era. In this article, I argue that this development is unsurprising because bourgeois white liberals and conservatives in South Africa continue to cling to the privileges afforded them as the propertied class. For this reason, acknowledgements of privilege and quests for discomfort, while not necessarily dishonest, do not in and of themselves constitute progressive politics. Rather, one can, as Neville does, become comfortable with discomfort so long as it allows one to enjoy a privileged lifestyle. I therefore draw a distinction between the unease argued for in much of what constitutes whiteness studies, and a sense of being lost that seems to demand the loss of the home and its attendant association with control. This sense of lostness emerges in two ways in the novel: in a description of a photograph that contains the spectral presence of a dead child, and in a game that Neville played when he was a young boy. Both of these sections of the text also deal with the limits of art – of writing and of photography in particular. I propose that these self-reflexive episodes suggest the novel’s own limits, and gesture beyond them in ways that are worth consideration by its middle-class readership.
- Full Text:
- Date Issued: 2017
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