Using the van Hiele theory to analyse geometrical conceptualisation in grade 12 students: a Namibian perspective
- Authors: Mateya, Muhongo
- Date: 2009
- Subjects: Hiele, Pierre M. van Hiele-Geldof, Dina van Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1820 , http://hdl.handle.net/10962/d1003706
- Description: The study reported here utilised a theory of levels of geometric thinking. This theory was proposed and developed by two Dutch mathematics educators, Pierre van Hiele and his wife, Dina van Hiele-Geldof. The van Hiele theory enables investigations into why many students experience difficulties in learning geometry. In many nations, such as the UK, the USA, Netherlands, the USSR and to a certain extent, Nigeria and South Africa, research evidence has indicated that the overall students’ mathematical competencies are linked to their geometric thinking levels. This study is the first of its kind to apply the van Hiele theory of geometric thinking in the Namibian context to analyse geometrical conceptualisation in Grade 12 mathematics students. In all, 50 Grade 12 students (20 from School A and 30 from School B) were involved in this study. These students wrote a van Hiele Geometry Test adapted from the Cognitive Development and Achievement in Secondary School Geometry test items. Thereafter, a clinical interview with the aid of manipulatives was conducted. The results from this study indicated that many of the School A and School B students who participated in the research have a weak conceptual understanding of geometric concepts: 35% of the School A and 40% of the School B subsamples were at the prerecognition level. 25% and 30% of the School A, and 20% and 23.3% of the School B students were at van Hiele levels 1 and 2 respectively. An equal number of students but different in percentages, 2 (10%) in School A and 2 (6.7%) in School B, were at van Hiele level 3. Only one student from School B attained van Hiele level 4. These results were found to be consistent with those of previous similar studies in UK, USA, Nigeria and South Africa. The findings of this study also highlight issues of how the Namibian Grade 12 geometry syllabus should be aligned with the van Hiele levels of geometric thinking as well as the use of appropriate and correct language in geometrical thinking and problem solving.
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Variability analysis of a sample of potential southern calibration sources
- Authors: Hungwe, Faith
- Date: 2009
- Subjects: Southern sky (Astronomy) Radio sources (Astronomy) Active galactic nuclei Very Long Baseline Array (Telescopes) Calibration Radio telescopes -- Southern Hemisphere Radio astronomy -- Southern Hemisphere Radio interferometers Very long baseline interferometry Radio astronomy -- Observations Radio astronomy -- South Africa Radio telescopes -- South Africa Square Kilometer Array (Spacecraft)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5495 , http://hdl.handle.net/10962/d1005281
- Description: A considerable number of Very Long Baseline Interferometry (VLBI) surveys have been conducted in the northern hemisphere and very few in the southern hemisphere mostly because of a lack of telescopes and therefore adequate baseline coverage. Thus there is a deficit of calibrator sources in the southern hemisphere. Further, some of the most interesting astronomical objects eg. the galactic centre and the nearest galaxies (the small and large Magellanic Clouds) lie in the southern hemisphere and these require high resolution studies. With a major expansion of radio astronomy observing capability on its way in the southern hemisphere (with the two SKA (Square Kilometre Array) precursors, meerKAT (Karoo Array Telescope) and ASKAP (Australian SKA Pathfinder), leading to the SKA itself) it is clear that interferometry and VLBI in the southern hemisphere need a dense network of calibration sources at different resolutions and a range of frequencies. This work seeks to help redress this problem by presenting an analysis of 31 southern sources to help fill the gaps in the southern hemisphere calibrator distribution. We have developed a multi-parameter method of classifying these sources as calibrators. From our sample of 31 sources, we have 2 class A sources (Excellent calibrators), 16 class B sources (Good calibrators), 9 class C sources (Poor calibrators) and 4 class D sources (Unsuitable calibrators).
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Vocational language learning and how it relates to language policy issues
- Authors: Maseko, Pamela
- Date: 2009
- Subjects: Language policy -- South Africa Language and education -- South Africa Language and languages -- Study and teaching (Higher) -- South Africa Multilingualism -- South Africa Education, Higher -- South Africa Vocational education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3583 , http://hdl.handle.net/10962/d1002158
- Description: This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.
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