An investigation into how cell phones can be used in the teaching of mathematics using VITALmaths video clips: a case study of 2 schools in Grahamstown, South Africa
- Authors: Ndafenongo, Gerhard
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown Educational innovations -- South Africa -- Grahamstown Telecommunication in education -- South Africa -- Grahamstown Teaching -- Aids and devices -- South Africa -- Grahamstown Mathematics Software -- South Africa -- Grahamstown Mobile communication systems in education -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1596 , http://hdl.handle.net/10962/d1003478
- Description: Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.
- Full Text:
- Date Issued: 2012
- Authors: Ndafenongo, Gerhard
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown Educational innovations -- South Africa -- Grahamstown Telecommunication in education -- South Africa -- Grahamstown Teaching -- Aids and devices -- South Africa -- Grahamstown Mathematics Software -- South Africa -- Grahamstown Mobile communication systems in education -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1596 , http://hdl.handle.net/10962/d1003478
- Description: Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.
- Full Text:
- Date Issued: 2012
An investigation into the use of traditional Xhosa dance to teach mathematics: a case study in a Grade 7 class
- Authors: Mbusi, Nokwanda Princess
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Primary) Teaching -- Aids and devices -- Research Xhosa (African people) -- Music Education, Primary -- South Africa -- Eastern Cape , Music in mathematics education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1617 , http://hdl.handle.net/10962/d1003499
- Description: This study seeks to explore mathematical concepts embedded in traditional Xhosa dance and how these concepts can be incorporated into a learning programme for the teaching and learning of mathematics. The study seeks to gain insight into whether learners could benefit from the implementation of such a learning programme. Learners from a Grade 7 class in a rural school performed traditional Xhosa dances and their performances were captured through video recording. The video recordings were then observed and analysed to determine the mathematical concepts embedded in the dances. These concepts were then linked to those found in the Grade 7 mathematics curriculum. A learning programme integrating mathematical concepts from the dance activities with mathematical concepts from the Grade 7 curriculum was then designed. The learning programme contained mathematical problem solving activities that required learners to re-enact the dance performances in order to find the required solutions. The learning programme was then implemented with the learners over a period of three weeks. During the implementation, learners’ behaviour towards the learning experience was observed, their engagement with the problem solving activities as well as their strategies for solving the problems, were carefully observed. Also, their interactions with each other were noted. After the implementation of the learning programme, focus group interviews were held with learners to determine their opinions, attitudes and feelings about their experience of learning mathematics through traditional Xhosa dance. Key findings indicated that traditional Xhosa dance can be used as a medium for learning many concepts in the mathematics curriculum; the use of the dance gave learners an opportunity to learn mathematics from a familiar context and to participate actively and collaboratively in their learning. Also, it emerged that the use of dance to teach mathematics had potential to help improve learners’ attitudes towards mathematics. Conclusions were reached that the dance had potential for use as a means for the meaningful learning of mathematics. However, limitations and challenges with the study were identified, such as its limited replicability in other mathematics classrooms.
- Full Text:
- Date Issued: 2012
- Authors: Mbusi, Nokwanda Princess
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Primary) Teaching -- Aids and devices -- Research Xhosa (African people) -- Music Education, Primary -- South Africa -- Eastern Cape , Music in mathematics education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1617 , http://hdl.handle.net/10962/d1003499
- Description: This study seeks to explore mathematical concepts embedded in traditional Xhosa dance and how these concepts can be incorporated into a learning programme for the teaching and learning of mathematics. The study seeks to gain insight into whether learners could benefit from the implementation of such a learning programme. Learners from a Grade 7 class in a rural school performed traditional Xhosa dances and their performances were captured through video recording. The video recordings were then observed and analysed to determine the mathematical concepts embedded in the dances. These concepts were then linked to those found in the Grade 7 mathematics curriculum. A learning programme integrating mathematical concepts from the dance activities with mathematical concepts from the Grade 7 curriculum was then designed. The learning programme contained mathematical problem solving activities that required learners to re-enact the dance performances in order to find the required solutions. The learning programme was then implemented with the learners over a period of three weeks. During the implementation, learners’ behaviour towards the learning experience was observed, their engagement with the problem solving activities as well as their strategies for solving the problems, were carefully observed. Also, their interactions with each other were noted. After the implementation of the learning programme, focus group interviews were held with learners to determine their opinions, attitudes and feelings about their experience of learning mathematics through traditional Xhosa dance. Key findings indicated that traditional Xhosa dance can be used as a medium for learning many concepts in the mathematics curriculum; the use of the dance gave learners an opportunity to learn mathematics from a familiar context and to participate actively and collaboratively in their learning. Also, it emerged that the use of dance to teach mathematics had potential to help improve learners’ attitudes towards mathematics. Conclusions were reached that the dance had potential for use as a means for the meaningful learning of mathematics. However, limitations and challenges with the study were identified, such as its limited replicability in other mathematics classrooms.
- Full Text:
- Date Issued: 2012
An investigation into the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips through the medium of cell phones in the teaching of mathematics in selected South African Grade 9 classes: a case study
- Authors: Hyde, Janet Catherine
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Educational innovations -- South Africa Telecommunication in education -- South Africa Teaching -- South Africa -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1618 , http://hdl.handle.net/10962/d1003500
- Description: This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.
- Full Text:
- Date Issued: 2012
- Authors: Hyde, Janet Catherine
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Educational innovations -- South Africa Telecommunication in education -- South Africa Teaching -- South Africa -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1618 , http://hdl.handle.net/10962/d1003500
- Description: This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.
- Full Text:
- Date Issued: 2012
An investigation of the role of physical manipulatives in the teaching and learning of measurement in Grade 8 : a case study using surface area and volume
- Authors: Chiphambo, Shakespear M E K
- Date: 2012
- Subjects: Measurement -- Study and teaching -- Research Mathematics -- Education (Secondary) -- Study and teaching Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1657 , http://hdl.handle.net/10962/d1003540
- Description: The purpose of this study is to investigate the role of physical manipulatives in the teaching and learning of measurement in Grade 8. The study focuses on how the use of physical manipulatives promotes learners' mathematical proficiency in relation to the five strands of Kilpatrick, Swafford and Findell (2001). The basis of the research is a case study in the interpretive paradigm involving 18 out of a cohort of 270 Grade 8 learners in the school where I teach. The data was collected using a range of methods including: (i) baseline assessment tasks, first piloted using 7 Grade 8 learners and then given to the target group; (ii) an intervention programme with intervention tasks; (iii) a post-intervention task; (iv) observations during the intervention; and (v) individual interviews. The results of the baseline assessment and the post-intervention tasks were analysed both quantitatively and qualitatively. My research findings indicate an overall improvement of the performance after learners engaged in using physical manipulatives. The average mark of the learners in the baseline assessment task was 23% and after the intervention programme the average mark was 31 %. The responses from the learners interviewed showed that they were motivated and that the use of physical manipulatives assisted them in understanding the concepts of measurement, in particular surface area and volume. The results of my study thus reveal that the use of physical manipulatives in teaching and learning mathematics has a positive role to play in learners' understanding of surface area and volume at the Grade 8 level. The fmdings of this case study support other research regarding the importance of using physical manipulatives in teaching and learning mathematics. They align with other findings that assert that manipulatives are essential mediating tools in the development of the conceptual and procedural understanding of mathematical concepts, clarifying and helping learners to visualize abstract mathematical concepts.
- Full Text:
- Date Issued: 2012
- Authors: Chiphambo, Shakespear M E K
- Date: 2012
- Subjects: Measurement -- Study and teaching -- Research Mathematics -- Education (Secondary) -- Study and teaching Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1657 , http://hdl.handle.net/10962/d1003540
- Description: The purpose of this study is to investigate the role of physical manipulatives in the teaching and learning of measurement in Grade 8. The study focuses on how the use of physical manipulatives promotes learners' mathematical proficiency in relation to the five strands of Kilpatrick, Swafford and Findell (2001). The basis of the research is a case study in the interpretive paradigm involving 18 out of a cohort of 270 Grade 8 learners in the school where I teach. The data was collected using a range of methods including: (i) baseline assessment tasks, first piloted using 7 Grade 8 learners and then given to the target group; (ii) an intervention programme with intervention tasks; (iii) a post-intervention task; (iv) observations during the intervention; and (v) individual interviews. The results of the baseline assessment and the post-intervention tasks were analysed both quantitatively and qualitatively. My research findings indicate an overall improvement of the performance after learners engaged in using physical manipulatives. The average mark of the learners in the baseline assessment task was 23% and after the intervention programme the average mark was 31 %. The responses from the learners interviewed showed that they were motivated and that the use of physical manipulatives assisted them in understanding the concepts of measurement, in particular surface area and volume. The results of my study thus reveal that the use of physical manipulatives in teaching and learning mathematics has a positive role to play in learners' understanding of surface area and volume at the Grade 8 level. The fmdings of this case study support other research regarding the importance of using physical manipulatives in teaching and learning mathematics. They align with other findings that assert that manipulatives are essential mediating tools in the development of the conceptual and procedural understanding of mathematical concepts, clarifying and helping learners to visualize abstract mathematical concepts.
- Full Text:
- Date Issued: 2012
The heuristic significance of enacted visualisation
- Authors: Samson, Duncan Alistair
- Date: 2012
- Subjects: Heuristic Visualization Problem solving Pattern perception Problem solving -- Ability testing Mathematics -- Study and teaching Education -- Research Interdisciplinary approach to knowledge
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1552 , http://hdl.handle.net/10962/d1003434
- Description: This study is centred on an analysis of pupils' lived experience while engaged in the generalisation of linear sequences/progressions presented in a pictorial context. The study is oriented within the conceptual framework of qualitative research, and is anchored within an interpretive paradigm. A case study methodological strategy was adopted, the research participants being the members of a mixed gender, high ability Grade 9 class of 23 pupils at an independent school in South Africa. The analytical framework is structured around a combination of complementary multiple perspectives provided by three theoretical ideas, enactivism, figural apprehension, and knowledge objectification. An important aspect of this analytical framework is the sensitivity it shows to the visual, phenomenological and semiotic aspects of figural pattern generalisation. It is the central thesis of this study that the combined complementary multiple perspectives of enactivism, figural apprehension and knowledge objectification provide a powerful depth of analysis to the exploration of the inter-relationship between the embodied processes of pattern generalisation and the visualisation of pictorial cues. The richly textured tapestry of activity captured through a multi-systemic semiotic analysis of participants' generalisation activity stands testament to this central thesis. Insights gleaned from this study are presented as practical strategies which support and encourage a multiple representational approach to pattern generalisation in the pedagogical context of the classroom.
- Full Text:
- Date Issued: 2012
- Authors: Samson, Duncan Alistair
- Date: 2012
- Subjects: Heuristic Visualization Problem solving Pattern perception Problem solving -- Ability testing Mathematics -- Study and teaching Education -- Research Interdisciplinary approach to knowledge
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1552 , http://hdl.handle.net/10962/d1003434
- Description: This study is centred on an analysis of pupils' lived experience while engaged in the generalisation of linear sequences/progressions presented in a pictorial context. The study is oriented within the conceptual framework of qualitative research, and is anchored within an interpretive paradigm. A case study methodological strategy was adopted, the research participants being the members of a mixed gender, high ability Grade 9 class of 23 pupils at an independent school in South Africa. The analytical framework is structured around a combination of complementary multiple perspectives provided by three theoretical ideas, enactivism, figural apprehension, and knowledge objectification. An important aspect of this analytical framework is the sensitivity it shows to the visual, phenomenological and semiotic aspects of figural pattern generalisation. It is the central thesis of this study that the combined complementary multiple perspectives of enactivism, figural apprehension and knowledge objectification provide a powerful depth of analysis to the exploration of the inter-relationship between the embodied processes of pattern generalisation and the visualisation of pictorial cues. The richly textured tapestry of activity captured through a multi-systemic semiotic analysis of participants' generalisation activity stands testament to this central thesis. Insights gleaned from this study are presented as practical strategies which support and encourage a multiple representational approach to pattern generalisation in the pedagogical context of the classroom.
- Full Text:
- Date Issued: 2012
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