The use of the van Hiele theory in investigating teaching strategies used by grade 10 geometry teachers in Namibia
- Authors: Muyeghu, Augustinus
- Date: 2009
- Subjects: Hiele, Pierre M. van Kilpatrick, Jeremy Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1817 , http://hdl.handle.net/10962/d1003703
- Description: This study reports on the extent to which selected mathematics teachers facilitate the teaching and learning of geometry at the van Hiele levels 1 and 2 at a Grade 10 level in selected schools in Namibia. It also addresses and explores the teaching strategies teachers employ in their classrooms. Kilpatrick et al.’s model for proficient teaching and the van Hiele model of geometric thinking were used to explore the type of teaching strategies employed by selected mathematics teachers. These two models served as guidelines from which interview and classroom observation protocols were developed. Given the continuing debate across the world about the learning and teaching of geometry, my thesis aims to contribute to a wider understanding of the teaching of geometry with regard to the van Hiele levels 1 and 2. There are no similar studies on the teaching of geometry in Namibia. My study concentrates on selected Grade 10 mathematics teachers and how they teach geometry using the van Hiele theory and the five Kilpatrick components of proficient teaching. As my research looks at teaching practice it was important to deconstruct teaching proficiency with a view to understanding what makes good teachers effective. The results from this study indicated that the selected Grade 10 mathematics teachers have a good conceptual understanding of geometry as all of them involved in this study were able to facilitate the learning and teaching of geometry that is consistent with the van Hiele levels 1 and 2.
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- Authors: Muyeghu, Augustinus
- Date: 2009
- Subjects: Hiele, Pierre M. van Kilpatrick, Jeremy Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1817 , http://hdl.handle.net/10962/d1003703
- Description: This study reports on the extent to which selected mathematics teachers facilitate the teaching and learning of geometry at the van Hiele levels 1 and 2 at a Grade 10 level in selected schools in Namibia. It also addresses and explores the teaching strategies teachers employ in their classrooms. Kilpatrick et al.’s model for proficient teaching and the van Hiele model of geometric thinking were used to explore the type of teaching strategies employed by selected mathematics teachers. These two models served as guidelines from which interview and classroom observation protocols were developed. Given the continuing debate across the world about the learning and teaching of geometry, my thesis aims to contribute to a wider understanding of the teaching of geometry with regard to the van Hiele levels 1 and 2. There are no similar studies on the teaching of geometry in Namibia. My study concentrates on selected Grade 10 mathematics teachers and how they teach geometry using the van Hiele theory and the five Kilpatrick components of proficient teaching. As my research looks at teaching practice it was important to deconstruct teaching proficiency with a view to understanding what makes good teachers effective. The results from this study indicated that the selected Grade 10 mathematics teachers have a good conceptual understanding of geometry as all of them involved in this study were able to facilitate the learning and teaching of geometry that is consistent with the van Hiele levels 1 and 2.
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Understanding the differences in marking performance of JSC mathematics markers in Namibia : a case study
- Authors: Mutuku, Elizabeth
- Date: 2009
- Subjects: Educational change -- Namibia , Mathematics -- Namibia -- Examinations -- Case studies , Mathematics -- Study and teaching -- Namibia -- Case studies , Grading and marking (Students) -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1999 , http://hdl.handle.net/10962/d1015223
- Description: Education reform in Namibia brought about changes to mathematics education since independence. This has put pressure on the government to provide both resources and qualified mathematics teachers to help drive the reform process in all teaching and learning activities. This included availing reliable and valid national examination results which is a measure of whether the newly introduced programmes are working or not. For the Ministry of Education this meant training more mathematics teachers and ensuring that competent and reliable teachers are appointed for marking national examination every year. The teachers' training process however, has not been going as fast as it was expected and year after year the Directorate of National Examinations and Assessment experienced problems in obtaining competent teachers for the marking of national examination. The purpose of the study was to understand the differences in marking performances of the JSC mathematics national examination markers. Particularly the study was to create a clear and detailed understanding of different factors that could possibly affect the marking performance of different markers. In addition, the study was to investigate the effect the mathematical content knowledge of the markers has on their marking performance. It was evident from the findings that their mathematical content knowledge had influenced their marking performance. Moreover the research findings also gave a strong indication that there are other factors that were influencing the markers marking performance. These were the markers' knowledge of the assessment and marking process, the markers' marking experience, the markers' socioeconomic background. The difference in their moderators' input has emerged as the other factors that have influenced their performance in marking and consequently contributed to the differences in their marking performances.
- Full Text:
- Authors: Mutuku, Elizabeth
- Date: 2009
- Subjects: Educational change -- Namibia , Mathematics -- Namibia -- Examinations -- Case studies , Mathematics -- Study and teaching -- Namibia -- Case studies , Grading and marking (Students) -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1999 , http://hdl.handle.net/10962/d1015223
- Description: Education reform in Namibia brought about changes to mathematics education since independence. This has put pressure on the government to provide both resources and qualified mathematics teachers to help drive the reform process in all teaching and learning activities. This included availing reliable and valid national examination results which is a measure of whether the newly introduced programmes are working or not. For the Ministry of Education this meant training more mathematics teachers and ensuring that competent and reliable teachers are appointed for marking national examination every year. The teachers' training process however, has not been going as fast as it was expected and year after year the Directorate of National Examinations and Assessment experienced problems in obtaining competent teachers for the marking of national examination. The purpose of the study was to understand the differences in marking performances of the JSC mathematics national examination markers. Particularly the study was to create a clear and detailed understanding of different factors that could possibly affect the marking performance of different markers. In addition, the study was to investigate the effect the mathematical content knowledge of the markers has on their marking performance. It was evident from the findings that their mathematical content knowledge had influenced their marking performance. Moreover the research findings also gave a strong indication that there are other factors that were influencing the markers marking performance. These were the markers' knowledge of the assessment and marking process, the markers' marking experience, the markers' socioeconomic background. The difference in their moderators' input has emerged as the other factors that have influenced their performance in marking and consequently contributed to the differences in their marking performances.
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