An analysis of mathematical connections in the presentations of fraction concepts in Namibian grade 7 mathematics textbooks
- Authors: Sibeso, Pumulo Priscah
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Primary) Namibia , Fractions , Textbooks Criticism, Textual , Connections (Mathematics) , National Institute for Educational Development (Namibia) , Mathematics teachers In-service training
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436488 , vital:73276
- 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
- Full Text:
- Date Issued: 2024-04-05
- Authors: Sibeso, Pumulo Priscah
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Primary) Namibia , Fractions , Textbooks Criticism, Textual , Connections (Mathematics) , National Institute for Educational Development (Namibia) , Mathematics teachers In-service training
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436488 , vital:73276
- 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
- Full Text:
- Date Issued: 2024-04-05
The mathematical and pedagogical content knowledge that Namibian senior primary teachers draw on to develop their learners’ computational estimation
- Authors: Shigwedha, Emilia Ndilimeke
- Date: 2023-10-13
- Subjects: Mathematics Study and teaching (Primary) Namibia , Approximation theory , Pedagogical content knowledge , Mathematics teachers In-service training Namibia , Mathematics Namibia Outlines, syllabi, etc
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424108 , vital:72124
- Description: Computational estimation is important in the development of learners’ number sense. It is through the process of finding an approximate (but satisfactory) that learners can check the reasonableness of their answers to calculations, develop an understanding of place value and by implication the four number operations. It is the role of teachers to develop the computational estimation skills of learners. To do this, teachers need to have a sound knowledge of computational estimation, its value and how to teach it. This study thus seeks to explore and understand Namibian senior primary teachers’ mathematical and pedagogical content knowledge to develop their learners’ computation estimation knowledge. The research is guided by the following question: What mathematical and pedagogical content knowledge do senior primary mathematics teachers draw on to develop their learners’ computational estimation skills? The research is a qualitative interpretivist case study. Eight senior primary teachers of Mathematics from the Ohangwena region in Namibia participated in the study. Data was generated through questionnaires, a focus group interview and lesson observations. The Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowland, 2005) frameworks were used as both analytic and explanatory tools for the study. Key findings from the research are that teachers have knowledge of and use a variety of strategies for estimation, however, they only use the ‘rounding off’ strategy when teaching learners computational estimation. The teachers appear to teach computational estimation by first focusing on place value before moving on to ‘rounding off’ to the nearest 10s, 100s, 1000s and so forth. My research recommends that the National Institute of Educational Development together with the Ministry of Education, Art and Culture in Namibia, provide teachers with professional development opportunities on how to develop learners’ computational estimation. Such professional development will further develop teachers’ mathematical and pedagogical content knowledge. Furthermore, the Namibian syllabus should include a variety of strategies for computational estimation. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Shigwedha, Emilia Ndilimeke
- Date: 2023-10-13
- Subjects: Mathematics Study and teaching (Primary) Namibia , Approximation theory , Pedagogical content knowledge , Mathematics teachers In-service training Namibia , Mathematics Namibia Outlines, syllabi, etc
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424108 , vital:72124
- Description: Computational estimation is important in the development of learners’ number sense. It is through the process of finding an approximate (but satisfactory) that learners can check the reasonableness of their answers to calculations, develop an understanding of place value and by implication the four number operations. It is the role of teachers to develop the computational estimation skills of learners. To do this, teachers need to have a sound knowledge of computational estimation, its value and how to teach it. This study thus seeks to explore and understand Namibian senior primary teachers’ mathematical and pedagogical content knowledge to develop their learners’ computation estimation knowledge. The research is guided by the following question: What mathematical and pedagogical content knowledge do senior primary mathematics teachers draw on to develop their learners’ computational estimation skills? The research is a qualitative interpretivist case study. Eight senior primary teachers of Mathematics from the Ohangwena region in Namibia participated in the study. Data was generated through questionnaires, a focus group interview and lesson observations. The Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowland, 2005) frameworks were used as both analytic and explanatory tools for the study. Key findings from the research are that teachers have knowledge of and use a variety of strategies for estimation, however, they only use the ‘rounding off’ strategy when teaching learners computational estimation. The teachers appear to teach computational estimation by first focusing on place value before moving on to ‘rounding off’ to the nearest 10s, 100s, 1000s and so forth. My research recommends that the National Institute of Educational Development together with the Ministry of Education, Art and Culture in Namibia, provide teachers with professional development opportunities on how to develop learners’ computational estimation. Such professional development will further develop teachers’ mathematical and pedagogical content knowledge. Furthermore, the Namibian syllabus should include a variety of strategies for computational estimation. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
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