- Title
- Investigating how the use of visual models can enhance the teaching of common fractions for conceptual understanding to Grade 8 learners
- Creator
- Katenda, Aune Kashikuka
- ThesisAdvisor
- Clemence, Chikiwa
- ThesisAdvisor
- Schäfer, Marc
- Subject
- Fractions -- Study and teaching (Secondary)-- Namibia
- Subject
- Mathematics -- Study and teaching (Secondary)-- Namibia
- Subject
- Information visualization
- Subject
- Visual learning -- Case studies
- Date
- 2019
- Type
- text
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10962/96746
- Identifier
- vital:31314
- Description
- The intention of this study was to explore how selected mathematics teachers used visual models to improve the teaching of common fractions for conceptual understanding to Grade 8 learners as a result of an intervention programme. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in the mathematics classroom in South Africa, Namibia, Zambia, Switzerland and Germany. This study which adopted a case study of teachers in Khomas Region, Namibia, is informed by constructivist learning theory. The study is situated within the interpretive paradigm and a multi-phase mixed method research approach was used. It focussed on analysing the use of visual models when teaching fractions namely: area model, number line model and a set model. The data were collected through survey questionnaires, observation and recall interview. The survey was conducted with the forty three mathematics teachers, from twenty secondary schools in Khomas region. The survey gave an overview of the nature and the use of visual models in schools. Three teachers purposively selected from the survey participated in the intervention program and were observed while teaching and interviewed after their teaching. Data were qualitatively and quantitatively analysed. The findings of this study reveal that visualising fractions is one of the methods that can improve both teaching and learning by providing concrete evidence of otherwise abstract ideas and concepts. The teachers highlighted that models themselves guide learners through to the answer, as compared to working out solutions using symbols only. They further indicated that visual models improve learners’ motivation, enhances understanding of fractions and encourages full participation of learners in the lesson. The study also found that use of visual models encouraged participation and it also boosted learners thinking capability. Teachers in this study preferred to use the area model as they found this model easier and more user-friendly in comparison with the number line and the set models. Teachers did not use the set model because of its complexity. This study concludes that the use of visual models can help enhance the conceptual teaching and understanding of common fractions. It is hoped that the study contributes towards improving the quality teaching and learning of fractions in Namibia. Furthermore, it informs the teacher-training institutions in Namibia to integrate the use of visualisation in their training programmes to promote conceptual understanding of mathematics.
- Format
- 146 pages, pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Katenda, Aune Kashikuka
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Collections
RU Department of Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | KATENDA -MEd-TR19-202.pdf | 5 MB | Adobe Acrobat PDF | View Details |