Quality of life in Grahamstown, East London and Mdantsane: preliminary result
- Authors: Helliker, Kirk D , Bekker, Simon , Lambie, Eileen
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/144756 , vital:38376 , DOI: 10.1080/02580144.1981.10428933
- Description: A quality of life survey amongst residents of three Eastern Cape towns, viz. Grahamstown, East London, and Mdantsane, shows that the attitudes to home and neighbourhood which urban residents in the Eastern Cape develop, are fashioned in large part by both the residential “group area” in which these urban dwellers live, and by their socio-economic status. White residents, overwhelmingly, are satisfied with their diets, their municipality, their homes. They feel safe in their homes and are satisfied that police protection is available if needed. For black residents fear of poverty and unemployment, of physical violence, and dissatisfaction with an inadequate diet is widespread. Indian and coloured urban residents who are generally perceived as minorities in Grahamstown and East London, occupy an intermediate position. Their residential areas are sited close to predominantly low income black residential areas. Higher income Indian and coloured households show lower rates of dissatisfaction with diet, housing, and municipal services than the black community.
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The nature and quality of the mathematical connections teachers make:
- Authors: Mhlolo, Michael K , Schäfer, Marc , Venkat, Hamsa
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140893 , vital:37927 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC120887
- Description: Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher's role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers' representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers' representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners' opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.
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