An investigation into an afterschool intervention programme aimed at improving learners' mental computation skills
- Authors: Moyo, Kwethemba Michael
- Date: 2015
- Subjects: After-school programs -- Namibia , Mental arithmetic , Mental arithmetic -- Study and teaching (Secondary) , Mental arithmetic -- Study and teaching (Secondary) -- Activity programs , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2041 , http://hdl.handle.net/10962/d1017352
- Description: This case study centres round an afterschool intervention programme aimed at enhancing mental computation skills of Grade 8 learners at a secondary school in the Erongo educational region of Namibia. Nine research participants took part in the study, and the mental computational strategies exhibited by these participants constitutes the unit of analysis. The study is anchored within an interpretive paradigm and is theoretically underpinned by constructivist epistemology. Kilpatrick, Swafford and Findell’s (2001) model of mathematical proficiency provides the conceptual framework supporting the study. The research was carried out in four sequential phases – an initial pre-test, the intervention itself, a follow-up post-test, and a focus group discussion. The study highlights the underdevelopment of mental computation skills and the associated lack of appropriate mental computational strategies in secondary school learners. It is recommended that appropriate time within the school curriculum be allocated for the development of learners’ mental computation skills.
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- Date Issued: 2015
Investigating how a peer teaching programme could shape the mathematical experience of the participating tutors
- Authors: Lubasi, Justin Mwandamena
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) , Peer teaching , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2039 , http://hdl.handle.net/10962/d1017350
- Description: This case study, involving six Grade 10 learners, investigates how a peer tutoring programme could shape the mathematical experience and disposition of the participating tutors. The study is grounded in an interpretive paradigm and data was collected in four sequential phases. The Mathematics Dispositional Functions Inventory (MDFI) instrument was completed by the tutors prior to commencement of the tutoring programme. The tutoring sessions then took place over a three week period during which time each tutor kept a reflective journal. Semi-structured interviews were then conducted, after which each tutor completed the MDFI instrument again in order to track any potential changes in their mathematical disposition. The study found that the participating tutors showed an improved mathematics disposition after the peer tutoring experience. Not only was the peer tutoring programme an empowering experience for the tutors, it also had a positive influence on both the tutors’ self-confidence as well as their perceived mathematical ability.
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- Date Issued: 2015