List of Titles

Research-informed development of comprehensible isiXhosa teaching material: the Department of Basic Education Mental Starters doubling and halving unit

- Booi, Tabisa

Authors: Booi, Tabisa
Date: 2024-10-11
Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/463680 , vital:76431
Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
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Date Issued: 2024-10-11

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Exploring outdoor mathematics learning for conceptual understanding through smartphones

- Pop, Vuyani Samuel

Authors: Pop, Vuyani Samuel
Date: 2024-04-05
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/436477 , vital:73275
Description: This study investigated how selected grade 11 mathematics learners used smartphones with the MathCityMap application to learn trigonometry outdoors for conceptual understanding. The aim of this research project was to explore outdoor mathematics learning for conceptual understanding using smartphones. This case study of grade 11 mathematics learners in Lejweleputswa District in the Free State Province, was informed by the Realistic Mathematics Education theory. The study is grounded within an interpretive paradigm and used the explanatory sequential mixed-method design. Forty-two grade 11 mathematics learners participated in the survey and from these 12 were purposively selected to participate in walking the mathematics trails and interviews. The findings revealed that, while the grade 11 mathematics learners acknowledged the significance and value of using smartphones for learning mathematics, they were prohibited from carrying or using smartphones on the school premises, as part of the school code of conduct. The preferred use of smartphones for learning mathematics was understandable, as the survey was conducted at a time when the COVID-19 pandemic and associated restrictions were still in place. The survey unearthed that among applications for learning mathematics, the MathCityMap application was not known by the learners who participated in the survey. Mathematics trails observations indicated that outdoor tasks were a source of mathematical concepts or formal mathematical knowledge, and enabled learners to reinvent mathematical ideas and concepts with adult guidance. Learners were able to make use of appropriate mathematical models and connections. The mathematics trails ignited robust discussions among learners, and prompted learners to draw from prior knowledge, and recognise and identify suitable mathematical models and shapes from the real-world objects. Learners were able to use multiple representations, make necessary mathematical links, and use their prior knowledge to enhance their trigonometry conceptual understanding. This study concluded that using smartphones with the MathCityMap application could enhance conceptual understanding of trigonometry. The implications for teachers are that learners should be exposed to outdoor mathematics learning using smartphones with the MathCityMap application to improve their conceptual understanding. It is hoped that the results of this study can be used by various stakeholders, who include, inter alia, mathematics subject advisors and teacher training institutions, to enhance learners’ conceptual understanding of mathematics. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
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Date Issued: 2024-04-05

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The perceived socio-environmental impacts of illegal sand mining along the Umvoti River in KwaDukuza Local Municipality, KwaZulu - Natal Province, South Africa

- Mbiko, Lubabalo

Authors: Mbiko, Lubabalo
Date: 2020-07
Subjects: Ecosystem health , Biodiversity
Language: English
Type: Master's theses , text
Identifier: http://hdl.handle.net/10353/20474 , vital:45669
Description: This study examined and documented the perceptions of local communities towards the socio-environmental impacts associated with illegal sand mining activities along the Umvoti River, in the KwaDukuza Local Municipality in South Africa. It was imperative to elicit the perceptions of both the local people and the government officials to understand the extent of the socio- environmental effects of illegal sand mining in the study area. To this end, a qualitative research approach was designed and used to collect the data. Data collection techniques employed included site observations and a semi-structured interview schedule with key informants. Additionally, 50 questionnaire surveys were administered to the residents of the Nsikeni and Melville communities within the study area. The results of the study revealed that illegal sand mining along the Umvoti River has contributed significantly to the degradation of grazing and farm lands, including diversion of the river and the destruction of the riparian vegetation. Evidence of water pollution, and air pollution in the form of dust, were also reported. The study observed problems in ecosystem functioning, particularly in regard to the flora and fauna, and there was extensive destruction of the aesthetic beauty of the local landscape. In addition, the study indicated that people and livestock drowned in the deep trenches that were not rehabilitated following illegal sand mining practise that was migrating along the river. Furthermore, illegal sand mining was linked with an increase in poverty and prostitution, as well as the destruction of the infrastructure in the nearby communities. Moreover, community conflicts arose from the differing perceptions on the existence of illegal sand mining in these communities. To curb illegal sand mining, the study recommends that the current legislation on the extraction of mineral commodities in South Africa should be stringently and effectively enforced. The research further recommends that community policing forums should be established and work closely with law enforcement agencies to deal with illegal sand mining activities. Accordingly, the research study recommends the elimination of the current tedious and burdensome process of obtaining amining permit. , Thesis (MPhil) -- Faculty of Science and Agriculture, 2020
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Date Issued: 2020-07

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Ectomycorrhizal fungal assessment of South African Pinus patula seedlings and their biological control potential to enhance seedling growth

- FitzGerald, Véronique Chartier

Authors: FitzGerald, Véronique Chartier
Date: 2019
Subjects: Ectomycorrhizal fungi , Pinus patula Diseases and pests Biological control South Africa , Fusarium , Forest nurseries , Seedlings Growth , Seedlings Diseases and pests
Language: English
Type: Doctoral theses , text
Identifier: http://hdl.handle.net/10962/67902 , vital:29167
Description: The South Africa forestry industry, covering 1.3 million hectares, is dependent on exotic pine and eucalyptus species. Nursery seedlings are not inoculated with ectomycorrhizal (ECM) fungi or other beneficial microbes. Fusarium circinatum is an economically important pathogen affecting seedling survival. The purpose of this investigation was to assess levels of naturally occurring ECM colonisation in South African nurseries and to determine the effects of seedling inoculation with selected ECM and bacterial isolates on plant growth and resistance to the fungal pathogen F. circiantum. Pinus patula seedlings from 10 different South African nurseries were assessed for ECM colonisation using a grid line intersect method and molecularly identified using morphological and next-generation Illumina sequencing. Explants from ECM basidiocarps, collected from Pinus stands, were plated onto MMN medium to obtain isolates which were verified using molecular techniques. Mycorrhizal helper bacteria (MHB) were also isolated from these basiocarps, tested for MHB properties, siderophore production, phospahte solubilising and IAA production. ECM and associated bacterial isolates were used to inoculate seedlings and growth was assessed over a 5 month period. Colonisation of seedlings in production nurseries was low (2-21%). Morphologically the ECM fungi T. terrestris, Suillus sibiricus, and the genera Russula, Pseudotomentella were identified. Molecularly the ECM fungi T. terrestris, Inocybe jacobi and the genera Sphaerosporella and several other ECM containing families were identified along with many saprotrophic/endophytic fungi belonging to genera such as, Penicillium, Ramasonia and Talaromyces. Inoculated seedlings showed a significant increase in growth in comparison to the un-inoculated control seedlings. ECM fungal colonisation levels of these seedlings were significantly increased and colonisation was promoted by the Suillus isolate, Salmon Suillus. Seedling growth in the presence of the pathogen F. circinatum was significantly increased and promoted by the Lactarius isolate Lactarius quieticolor. Inoculation of seedlings in the nursery would ensure the production of stronger healthy plants which may be more tolerant to fusarial infection increasing survival in the plantation. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2019
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Date Issued: 2019

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