- Title
- The nature of Visual Representations of multiplication and division exercises in nine Grades 1 to 3 South African textbooks
- Creator
- Booysen, Tammy Irene
- ThesisAdvisor
- Westaway, Lise
- ThesisAdvisor
- Graven, Mellony
- Subject
- Mathematics Textbooks
- Subject
- Mathematics Study and teaching (Elementary) South Africa
- Subject
- Visual learning
- Subject
- Multiplication Study and teaching (Elementary) South Africa
- Subject
- Division Study and teaching (Elementary) South Africa
- Subject
- Constructivism (Education)
- Date
- 2023-03-29
- Type
- Academic theses
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/422579
- Identifier
- vital:71959
- Description
- Mathematics is a language that is rich in visual representations (Mudaly & Rampersad, 2010). Visual Representations assist us in developing our reasoning skills when solving a problem and our understanding of the relationships between concepts (Ozkan et al., 2018). This thesis focuses on the different visual representations (VR) in South African Foundation Phase mathematics textbooks and workbooks. Textbooks and workbooks play an important role in developing an understanding of mathematical concepts for both teachers and learners (Harries & Spooner, 2000). While teachers generally rely heavily on textbooks, they were a key resource while schools were closed due to COVID-19 lockdown regulations. The theory of Constructivism forms part of the theoretical framework for this study. Constructivism advocates that learners actively construct knowledge through experiences rather than passively receiving knowledge from the outside (Von Glaserfeld, 2001). Vygotsky believed that social interactions create experiences that facilitate the learning and meaning-making process (Vygotsky, 1978). This case study is underpinned by an interpretivist paradigm as it sought to examine the nature of VRs in three Grades 1 - 3 textbooks/workbooks. My research approach is primarily qualitative with descriptive statistics to assist in developing a more comprehensive understanding of the research questions. The study was guided by the analytic tool designed by Fotakopoulou and Spiliotopoulou (2008) which I adapted for Foundation Phase mathematics use. The framework provides insight on the type of VR, VRs relation to content, VRs relation to reality, the function of the VR and dimensionality of a VR. While the workbooks had many more VRs than textbooks, the dominant type of VR in textbooks and workbooks are images. The VRs mostly have a strong relation to content with a realistic relation to reality as they were predominantly 2D representation of a 3D object that had an exemplifying function (type b).
- Description
- Thesis (MEd) -- Faculty of Education, Education, 2023
- Format
- computer, online resource, application/pdf, 1 online resource (210 pages), pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Booysen, Tammy Irene
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | BOOYSEN-MED-TR23-88.pdf | 4 MB | Adobe Acrobat PDF | View Details |