Teachers’ use of authentic tasks through mathematics trails in a mobile learning environment to facilitate conceptual teaching
- Authors: Matengu, Given Kahale
- Date: 2024-10-11
- Subjects: Authenticity (Philosophy) , Mobile communication systems in education , Mathematics Study and teaching (Secondary) Namibia , Math walk , Mathematics Study and teaching Activity programs , Educational technology Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/466429 , vital:76727 , DOI https://doi.org/10.21504/10962/466429
- Description: The teaching and learning of mathematics in Namibia is confronted by various forms of challenges that require continuous search for effective pedagogical strategies and approaches to enhance mathematical understanding. Some of the ways include using real and authentic outdoor activities and technological tools, such as smartphones, for teaching and learning purposes. The need to use authentic and realistic tasks in outdoor settings in the teaching of mathematics has strong support from the literature. Moreover, many recent reforms in education challenge teachers across all subjects to use modern and up-to-date technologies to complement and support existing approaches to teaching. Smartphones, in particular, offer new opportunities in the evolution of technology-enhanced learning by allowing teaching and learning to occur in authentic and realistic contexts that extend to real-life environments. This qualitative case study proposes a practical framework that can facilitate mathematical understanding in teaching through the implementation of authentic and realistic outdoor tasks by using the Math City Map (MCM) project on a smartphone. The study aims to analyse and understand how mathematics teachers can create and implement authentic and realistic tasks in an outdoor mathematics trail to facilitate the conceptual teaching of area, volume, ratio and proportion topics, within the context of the Realistic Mathematics Education theory (RME). The study is framed within the RME theory and the iPAC (personalisation, authenticity, collaboration) mobile pedagogical framework. The research process is underpinned by an interpretivist paradigm. Data was collected from eight selected teachers through observations and interviews and analysed using frameworks derived from the RME and iPAC mobile pedagogical theories and the emergence of common themes. The findings suggest that the integration of smartphones and mathematics trails have pedagogical benefits in mathematics teaching and can facilitate the use of outdoor tasks that are connected to learners’ realities. The study argues that while MCM mathematics trail tasks can be difficult to create, it was worthwhile for teachers using them to conceptually teach the selected topics. It is therefore hoped that the findings of this study contribute towards the use of outdoor mathematics trails and smartphones in the teaching of mathematics. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
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- Authors: Matengu, Given Kahale
- Date: 2024-10-11
- Subjects: Authenticity (Philosophy) , Mobile communication systems in education , Mathematics Study and teaching (Secondary) Namibia , Math walk , Mathematics Study and teaching Activity programs , Educational technology Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/466429 , vital:76727 , DOI https://doi.org/10.21504/10962/466429
- Description: The teaching and learning of mathematics in Namibia is confronted by various forms of challenges that require continuous search for effective pedagogical strategies and approaches to enhance mathematical understanding. Some of the ways include using real and authentic outdoor activities and technological tools, such as smartphones, for teaching and learning purposes. The need to use authentic and realistic tasks in outdoor settings in the teaching of mathematics has strong support from the literature. Moreover, many recent reforms in education challenge teachers across all subjects to use modern and up-to-date technologies to complement and support existing approaches to teaching. Smartphones, in particular, offer new opportunities in the evolution of technology-enhanced learning by allowing teaching and learning to occur in authentic and realistic contexts that extend to real-life environments. This qualitative case study proposes a practical framework that can facilitate mathematical understanding in teaching through the implementation of authentic and realistic outdoor tasks by using the Math City Map (MCM) project on a smartphone. The study aims to analyse and understand how mathematics teachers can create and implement authentic and realistic tasks in an outdoor mathematics trail to facilitate the conceptual teaching of area, volume, ratio and proportion topics, within the context of the Realistic Mathematics Education theory (RME). The study is framed within the RME theory and the iPAC (personalisation, authenticity, collaboration) mobile pedagogical framework. The research process is underpinned by an interpretivist paradigm. Data was collected from eight selected teachers through observations and interviews and analysed using frameworks derived from the RME and iPAC mobile pedagogical theories and the emergence of common themes. The findings suggest that the integration of smartphones and mathematics trails have pedagogical benefits in mathematics teaching and can facilitate the use of outdoor tasks that are connected to learners’ realities. The study argues that while MCM mathematics trail tasks can be difficult to create, it was worthwhile for teachers using them to conceptually teach the selected topics. It is therefore hoped that the findings of this study contribute towards the use of outdoor mathematics trails and smartphones in the teaching of mathematics. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
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Filling the gap : Nietzsche's account of authenticity as a supplementary ideal
- Authors: Baker, Michaela Christie
- Date: 2004
- Subjects: Nietzsche, Friedrich Wilhelm, 1844-1900 -- Ethics , Authenticity (Philosophy) , Ethics, Modern , Normativity (Ethics) , Self-knowledge, Theory of
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2727 , http://hdl.handle.net/10962/d1003734 , Nietzsche, Friedrich Wilhelm, 1844-1900 -- Ethics , Authenticity (Philosophy) , Ethics, Modern , Normativity (Ethics) , Self-knowledge, Theory of
- Description: This thesis examines the ideal of authenticity: why we might want or need such an ideal, what such an ideal would look like, and what mechanisms we would need to ensure the successful operation of such an ideal. The thesis has three main parts. The first part of the thesis aims at motivating the need to look to authenticity as a supplementary ideal to normative moral theory. I do this by drawing a distinction between ethics and morality and arguing that there are important aspects of our lives (such as our relations to ourselves) our beliefs and projects) about which normative moral theory fails to give us guidance and about which an ethical ideal, namely that of authenticity, can provide us with the requisite guidance. The second part of the thesis elucidates Nietzsche's view of authenticity as eternal return. I argue that eternal return consists in holding a particular attitude to one's life - one's past, present and future. I then demonstrate that what is fundamental to successfully living authentically in accordance with eternal return is a rigorous search for self-knowledge. In the third part of the thesis I argue that, in order to achieve the self-knowledge necessary to being a successful authentic agent, one must acquire it through a process of dialogue with other agents. I give a model of self-knowledge as a dialogic encounter that provides two important mechanisms whereby such self-knowledge can be gained.
- Full Text:
- Authors: Baker, Michaela Christie
- Date: 2004
- Subjects: Nietzsche, Friedrich Wilhelm, 1844-1900 -- Ethics , Authenticity (Philosophy) , Ethics, Modern , Normativity (Ethics) , Self-knowledge, Theory of
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2727 , http://hdl.handle.net/10962/d1003734 , Nietzsche, Friedrich Wilhelm, 1844-1900 -- Ethics , Authenticity (Philosophy) , Ethics, Modern , Normativity (Ethics) , Self-knowledge, Theory of
- Description: This thesis examines the ideal of authenticity: why we might want or need such an ideal, what such an ideal would look like, and what mechanisms we would need to ensure the successful operation of such an ideal. The thesis has three main parts. The first part of the thesis aims at motivating the need to look to authenticity as a supplementary ideal to normative moral theory. I do this by drawing a distinction between ethics and morality and arguing that there are important aspects of our lives (such as our relations to ourselves) our beliefs and projects) about which normative moral theory fails to give us guidance and about which an ethical ideal, namely that of authenticity, can provide us with the requisite guidance. The second part of the thesis elucidates Nietzsche's view of authenticity as eternal return. I argue that eternal return consists in holding a particular attitude to one's life - one's past, present and future. I then demonstrate that what is fundamental to successfully living authentically in accordance with eternal return is a rigorous search for self-knowledge. In the third part of the thesis I argue that, in order to achieve the self-knowledge necessary to being a successful authentic agent, one must acquire it through a process of dialogue with other agents. I give a model of self-knowledge as a dialogic encounter that provides two important mechanisms whereby such self-knowledge can be gained.
- Full Text:
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