An analysis of how visualisation capabilities in dynamic geometric software develop meaning-making of mathematical concepts in selected Grade 11 learners
- Authors: Mavani, Deepack Pravin
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Mathematics -- Computer programs , Mathematics -- Study and teaching (Secondary) -- South Africa -- Case studies , Mathematics -- Study and teaching -- Activity programs , Educational technology , Visualization
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/143213 , vital:38211
- Description: Visualisation plays a central role in developing mathematical ideas because it can be used to make these ideas explicit and visible, and thus has the potential to advance understanding. This study centred around the GeoGebra Literacy Initiative Project (GLIP), a teacher development initiative in Mthatha that aimed to grow and develop appropriate Information and Communication Technology (ICT) skills in teachers, to harness the teaching and learning potential of GeoGebra. GeoGebra is a dynamic geometric software package that is very interactive and makes use of powerful features to create images which can be moved around the computer screen for mathematical exploration. This research project was located within GLIP and analysed how GeoGebra applets develop conceptual and procedural understanding in selected Grade 11 learners. One aspect of GLIP was for teachers to use GeoGebra applets that they had developed themselves and implemented in their classrooms in pre-determined cycles that were aligned to the curriculum. My study specifically focused on how the selected learners made use of these applets and explored how learning had taken place in terms of developing mathematical meaning-making. This interpretive research study was designed as a case study. The case was a cohort of selected Grade 11 learners who had been taught by GLIP teachers, and my unit of analysis was the learners’ interaction with the applets. A screen capturing software package was used to capture learners’ interactions with the GeoGebra. My data consisted mainly of recorded observations and interviews. An analytical framework derived from the works of Kilpatrick, Swafford, and Findell (2001) and Carter et al. (2009) guided and informed the data analysis of the learners’ activities with the GeoGebra. The theoretical orientation of this study was constructivist learning. An in-depth analysis and detailed descriptions of the participants’ interactions enabled me to gain a comprehensive understanding of their meaning-making processes in a technological classroom context. An analysis across the participants identified distinguishable patterns or differences in the development of the learners’ mathematical proficiency and making sense of mathematical ideas. The research argued that technology enabled visualisation was a powerful tool to not only enrich mathematically activities, but to also enrich conceptual and procedural understanding. The findings recognised that exploration of, or manipulation on mathematical objects in GeoGebra was a key activity in the participants’ meaning-making process. It also enabled learners to offer self-proclaimed theories
- Full Text:
- Date Issued: 2020
- Authors: Mavani, Deepack Pravin
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Mathematics -- Computer programs , Mathematics -- Study and teaching (Secondary) -- South Africa -- Case studies , Mathematics -- Study and teaching -- Activity programs , Educational technology , Visualization
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/143213 , vital:38211
- Description: Visualisation plays a central role in developing mathematical ideas because it can be used to make these ideas explicit and visible, and thus has the potential to advance understanding. This study centred around the GeoGebra Literacy Initiative Project (GLIP), a teacher development initiative in Mthatha that aimed to grow and develop appropriate Information and Communication Technology (ICT) skills in teachers, to harness the teaching and learning potential of GeoGebra. GeoGebra is a dynamic geometric software package that is very interactive and makes use of powerful features to create images which can be moved around the computer screen for mathematical exploration. This research project was located within GLIP and analysed how GeoGebra applets develop conceptual and procedural understanding in selected Grade 11 learners. One aspect of GLIP was for teachers to use GeoGebra applets that they had developed themselves and implemented in their classrooms in pre-determined cycles that were aligned to the curriculum. My study specifically focused on how the selected learners made use of these applets and explored how learning had taken place in terms of developing mathematical meaning-making. This interpretive research study was designed as a case study. The case was a cohort of selected Grade 11 learners who had been taught by GLIP teachers, and my unit of analysis was the learners’ interaction with the applets. A screen capturing software package was used to capture learners’ interactions with the GeoGebra. My data consisted mainly of recorded observations and interviews. An analytical framework derived from the works of Kilpatrick, Swafford, and Findell (2001) and Carter et al. (2009) guided and informed the data analysis of the learners’ activities with the GeoGebra. The theoretical orientation of this study was constructivist learning. An in-depth analysis and detailed descriptions of the participants’ interactions enabled me to gain a comprehensive understanding of their meaning-making processes in a technological classroom context. An analysis across the participants identified distinguishable patterns or differences in the development of the learners’ mathematical proficiency and making sense of mathematical ideas. The research argued that technology enabled visualisation was a powerful tool to not only enrich mathematically activities, but to also enrich conceptual and procedural understanding. The findings recognised that exploration of, or manipulation on mathematical objects in GeoGebra was a key activity in the participants’ meaning-making process. It also enabled learners to offer self-proclaimed theories
- Full Text:
- Date Issued: 2020
Investigating conceptual teaching of word problems through visualisation processes: a case of selected Grad 9 mathematics teachers
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study
- Authors: Mkhwane, Fezeka Felicia
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Teachers -- Training of -- South Africa , Manipulatives (Education) , Effective teaching , Area measurement , Perimeters (Geometry) , Problem solving -- Study and teaching , Geoboard Intervention Programme , RUMEP
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61646 , vital:28045
- Description: The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.
- Full Text:
- Date Issued: 2018
- Authors: Mkhwane, Fezeka Felicia
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Teachers -- Training of -- South Africa , Manipulatives (Education) , Effective teaching , Area measurement , Perimeters (Geometry) , Problem solving -- Study and teaching , Geoboard Intervention Programme , RUMEP
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61646 , vital:28045
- Description: The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.
- Full Text:
- Date Issued: 2018
Sequence in the mathematics syllabus : an investigation of the Senior Secondary Mathematics Syllabus (July 1984) of the Cape Education Department attempting to reconcile the demands of the strictly mathematical order and the developmental needs of pupils, modified by the mathematical potential of the electronic calculator : some teaching strategies resulting from new influences in the syllabus
- Authors: Breetzke, Peter Roland
- Date: 1988
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Calculators , Mathematics -- South Africa -- Outlines, syllabi, etc.
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1364 , http://hdl.handle.net/10962/d1001430
- Description: This study was motivated by the latest revision of the mathematics syllabuses of the Cape Education Department. The most important changes to content in the Senior Secondary Mathematics Syllabus (July 1984) are the introduction of calculus and linear programming, the substitution of a section on analytical geometry for vector algebra and the recall of the remainder and factor theorems. The way in which these changes were introduced left the task of integrating them into the teaching process in the hands of individual teachers. This is a task of extreme importance. If one's classroom practice is to simply plough one's way through the syllabus, one loses many opportunities to make the study of mathematics meaningful and worthwhile. Accepting the view of the spiral nature of the curriculum where one returns to concepts and procedures at increasing levels of sophistication, one needs to identify the position of topics in this spiral and to trace their conceptual foundations. Analytical geometry is in particular need of this treatment. Similarly there are many opportunities for preparing for the introduction of calculus. If the teaching of calculus is left until the last moments of the Standard 10 year without proper groundwork, the pupil will be left with little time to develop an understanding of the concepts involved. It is the advent of calculators which presents the greatest challenge to mathematics education. We ignore this challenge to the detriment of our teaching. Taken seriously calculators have the potential to exert a radical influence on the content of curricula and examinations. They bring into question the time we spend on teaching arithmetic algorithms and the priority given to algebraic manipulation. Numercial methods gain new prominence. Calculators can even breathe new life into the existing curriculum. Their computing power can be harnessed not only to carry out specific calculations but also to introduce new topics and for concept reinforcement. The purpose of this study has been to bring about a proper integration of the new sections into the existing syllabus and to give some instances of how the calculator can become an integral part of the teaching/learning process
- Full Text:
- Date Issued: 1988
- Authors: Breetzke, Peter Roland
- Date: 1988
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Calculators , Mathematics -- South Africa -- Outlines, syllabi, etc.
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1364 , http://hdl.handle.net/10962/d1001430
- Description: This study was motivated by the latest revision of the mathematics syllabuses of the Cape Education Department. The most important changes to content in the Senior Secondary Mathematics Syllabus (July 1984) are the introduction of calculus and linear programming, the substitution of a section on analytical geometry for vector algebra and the recall of the remainder and factor theorems. The way in which these changes were introduced left the task of integrating them into the teaching process in the hands of individual teachers. This is a task of extreme importance. If one's classroom practice is to simply plough one's way through the syllabus, one loses many opportunities to make the study of mathematics meaningful and worthwhile. Accepting the view of the spiral nature of the curriculum where one returns to concepts and procedures at increasing levels of sophistication, one needs to identify the position of topics in this spiral and to trace their conceptual foundations. Analytical geometry is in particular need of this treatment. Similarly there are many opportunities for preparing for the introduction of calculus. If the teaching of calculus is left until the last moments of the Standard 10 year without proper groundwork, the pupil will be left with little time to develop an understanding of the concepts involved. It is the advent of calculators which presents the greatest challenge to mathematics education. We ignore this challenge to the detriment of our teaching. Taken seriously calculators have the potential to exert a radical influence on the content of curricula and examinations. They bring into question the time we spend on teaching arithmetic algorithms and the priority given to algebraic manipulation. Numercial methods gain new prominence. Calculators can even breathe new life into the existing curriculum. Their computing power can be harnessed not only to carry out specific calculations but also to introduce new topics and for concept reinforcement. The purpose of this study has been to bring about a proper integration of the new sections into the existing syllabus and to give some instances of how the calculator can become an integral part of the teaching/learning process
- Full Text:
- Date Issued: 1988
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