Using information visualization to support the self-management of type 2 diabetes mellitus
- Authors: Nauder, Meggan Kate
- Date: 2022-04
- Subjects: Information visualization , Diabetics --Treatment --South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/55711 , vital:53409
- Description: The globally increasing number of individuals suffering from Type 2 Diabetes Mellitus (T2DM), a completely preventable incurable disease of the pancreas, highlights the need for an effective tool for users to understand the relationship between their behaviours and the effect that those behaviours can have on their blood glucose levels (BGLs). There are few Information Visualisation (IV) tools available that can be used to reduce the cognition required to understand correlations between behaviour and BGLs. Existing tools require time-consuming, lengthy inputs and provide simple visualisations that do not show correlations. This leads to ineffective self-management of T2DM. Information Visualisation (IV) techniques can be used to support effective self-management of T2DM and reduce the cognition required to interpret DM data. Suitable IV techniques were identified and used to visualize T2DM data to aid in the self-management of the disease. Temporal charts, i.e. The Bar, Pie and Line Chart as well as heat maps, were selected as the most appropriate IV techniques to visualize T2DM data as they support time-series data well. A prototype, MedicMetric was created as an IV tool for visualizing T2DM data. MedicMetric incorporated three designed charts, namely the Change Rate Line View, the Radial Progress View, and the Annotated Line View. The Change Rate Line View and Annotated Line View both used line IV techniques, while the Radial Progress View made use of the bar IV technique. The Change Rate Line View performed the worst overall. A usability evaluation was conducted to compare these techniques and to determine which technique is most suitable for visualizing T2DM data. The results leaned significantly in favour of the Annotated Line View. This view is most similar to the line charts typically used in other IV tools. For this reason, the MedicMetric app was briefly compared to the MySygr and Diabetes:M application. In effectiveness and efficiency, MedicMetric and MySugr obtained almost identical results. However, participants indicated that MedicMetric supported their tasks using the Visual Information Seeking Mantra (VISM) the best overall, with 100% of participants stating that they would prefer to use the MedicMetric application. Several usability problems were identified with the IV techniques and they were addressed shortly after the study was complete. Overall participants were most satisfied with the Annotated Line View. , Thesis (MSc) -- Faculty of Science, Computing Sciences, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Nauder, Meggan Kate
- Date: 2022-04
- Subjects: Information visualization , Diabetics --Treatment --South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/55711 , vital:53409
- Description: The globally increasing number of individuals suffering from Type 2 Diabetes Mellitus (T2DM), a completely preventable incurable disease of the pancreas, highlights the need for an effective tool for users to understand the relationship between their behaviours and the effect that those behaviours can have on their blood glucose levels (BGLs). There are few Information Visualisation (IV) tools available that can be used to reduce the cognition required to understand correlations between behaviour and BGLs. Existing tools require time-consuming, lengthy inputs and provide simple visualisations that do not show correlations. This leads to ineffective self-management of T2DM. Information Visualisation (IV) techniques can be used to support effective self-management of T2DM and reduce the cognition required to interpret DM data. Suitable IV techniques were identified and used to visualize T2DM data to aid in the self-management of the disease. Temporal charts, i.e. The Bar, Pie and Line Chart as well as heat maps, were selected as the most appropriate IV techniques to visualize T2DM data as they support time-series data well. A prototype, MedicMetric was created as an IV tool for visualizing T2DM data. MedicMetric incorporated three designed charts, namely the Change Rate Line View, the Radial Progress View, and the Annotated Line View. The Change Rate Line View and Annotated Line View both used line IV techniques, while the Radial Progress View made use of the bar IV technique. The Change Rate Line View performed the worst overall. A usability evaluation was conducted to compare these techniques and to determine which technique is most suitable for visualizing T2DM data. The results leaned significantly in favour of the Annotated Line View. This view is most similar to the line charts typically used in other IV tools. For this reason, the MedicMetric app was briefly compared to the MySygr and Diabetes:M application. In effectiveness and efficiency, MedicMetric and MySugr obtained almost identical results. However, participants indicated that MedicMetric supported their tasks using the Visual Information Seeking Mantra (VISM) the best overall, with 100% of participants stating that they would prefer to use the MedicMetric application. Several usability problems were identified with the IV techniques and they were addressed shortly after the study was complete. Overall participants were most satisfied with the Annotated Line View. , Thesis (MSc) -- Faculty of Science, Computing Sciences, 2022
- Full Text:
- Date Issued: 2022-04
Investigating how the use of visual models can enhance the teaching of common fractions for conceptual understanding to Grade 8 learners
- Authors: Katenda, Aune Kashikuka
- Date: 2019
- Subjects: Fractions -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96746 , 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.
- Full Text:
- Date Issued: 2019
- Authors: Katenda, Aune Kashikuka
- Date: 2019
- Subjects: Fractions -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96746 , 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.
- Full Text:
- Date Issued: 2019
Zooming in: an ethnographic study of visual journalism for smartphones - journalistic roles and routines at South Africa’s largest graphics unit, Graphics24
- Authors: Gouws, Andries Jacobus
- Date: 2018
- Subjects: Journalism -- Technological innovations -- South Africa , Smartphones , Visual communication -- Digital techniques , News Web sites -- South Africa , Online journalism -- South Africa , Information visualization , Graphic arts , Graphics24 , Netwerk24
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63154 , vital:28368
- Description: This study examines the changing roles of graphics journalists in the digital era at Graphics24, the largest information graphics newsroom in South Africa, in the context of their work for Netwerk24, an online news site published in Afrikaans with a strong focus on mobile-first news. The study examines the discursive construction of these new journalistic roles in the digital era where even the core conceptualisation of what journalism is, is being re-examined. It considers external factors affecting the discourse of change, drawing on a hierarchy of influences analytical model, as well as norms specific to the creation of information graphics. Data for this study was gathered by using ethnographic immersion and semi-structured interviews. This study specifically looks at graphics journalists working in a mobile-first environment, and how the pressures of producing information graphics for consumption on smartphones affects their roles. Evidence of two widely differing discourses in the Graphics24 and Netwerk24 newsrooms was found. Visual journalists in this study have created a discourse around being distinct “service providers”, rather than mobile-first journalists, who do not see the need for full integration in the fast-paced mobile news environment of Netwerk24. Word-centric journalists have, by contrast, created a mobile-first discourse. They experience the separateness of the graphics team as a barrier that impedes the creation of good information graphics for mobile phone consumption. Although this is a very localised study in a very particular context, this study contributes to broader thinking in what is a very under-researched field: The changing roles of visual journalists in the digital era and the discursive construction of these roles. The study suggests that even in the digital era where the definition of newsrooms has become much more fluid and less fixed physically, ethnographic methods can still offer a meaningful way to explore journalistic roles.
- Full Text:
- Date Issued: 2018
- Authors: Gouws, Andries Jacobus
- Date: 2018
- Subjects: Journalism -- Technological innovations -- South Africa , Smartphones , Visual communication -- Digital techniques , News Web sites -- South Africa , Online journalism -- South Africa , Information visualization , Graphic arts , Graphics24 , Netwerk24
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63154 , vital:28368
- Description: This study examines the changing roles of graphics journalists in the digital era at Graphics24, the largest information graphics newsroom in South Africa, in the context of their work for Netwerk24, an online news site published in Afrikaans with a strong focus on mobile-first news. The study examines the discursive construction of these new journalistic roles in the digital era where even the core conceptualisation of what journalism is, is being re-examined. It considers external factors affecting the discourse of change, drawing on a hierarchy of influences analytical model, as well as norms specific to the creation of information graphics. Data for this study was gathered by using ethnographic immersion and semi-structured interviews. This study specifically looks at graphics journalists working in a mobile-first environment, and how the pressures of producing information graphics for consumption on smartphones affects their roles. Evidence of two widely differing discourses in the Graphics24 and Netwerk24 newsrooms was found. Visual journalists in this study have created a discourse around being distinct “service providers”, rather than mobile-first journalists, who do not see the need for full integration in the fast-paced mobile news environment of Netwerk24. Word-centric journalists have, by contrast, created a mobile-first discourse. They experience the separateness of the graphics team as a barrier that impedes the creation of good information graphics for mobile phone consumption. Although this is a very localised study in a very particular context, this study contributes to broader thinking in what is a very under-researched field: The changing roles of visual journalists in the digital era and the discursive construction of these roles. The study suggests that even in the digital era where the definition of newsrooms has become much more fluid and less fixed physically, ethnographic methods can still offer a meaningful way to explore journalistic roles.
- Full Text:
- Date Issued: 2018
An analysis of how the use of geoboards as visualisation tools can be utilised in the teaching of quadrilaterals
- Authors: Matengu, Given Kahale
- Date: 2019
- Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96724 , vital:31312
- Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
- Full Text:
- Date Issued: 2019
- Authors: Matengu, Given Kahale
- Date: 2019
- Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96724 , vital:31312
- Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
- Full Text:
- Date Issued: 2019
A critical analysis of how the potential of Dynamic Geometry Software as a visualisation tool may enhance the teaching of Mathematics
- Authors: Mavani, Beena Deepak
- Date: 2021-04
- Subjects: Mathematics -- Computer-assisted instruction , Geometry -- Study and teaching (Secondary) -- South Africa -- Mthatha , Manipulatives (Education) -- South Africa -- Mthatha , Information visualization , Mathematics teachers -- Training of -- South Africa -- Mthatha , GeoGebra Literacy Initiative Project (GLIP) , Dynamic Geometry Software (DGS)
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177192 , vital:42798 , 10.21504/10962/177192
- Description: Visualisation in the mathematics classroom has its own pedagogical value and plays a significant role in developing mathematical intuition, thought and ideas. Dynamic visualisation possibilities of current digital technologies afford new ways of teaching and learning mathematics. The freely available GeoGebra software package is highly interactive and makes use of powerful features to create objects that are dynamic, and which can be moved around on the computer screen for mathematical exploration. This research study was conceptualised within the GeoGebra Literacy Initiative Project (GLIP) – an ICT teacher development project in Mthatha in the Eastern Cape, South Africa. The focus of this study was on how GeoGebra could be used as a teaching tool by harnessing its powerful visualisation capacity. In the study, selected GLIP teachers collaboratively developed GeoGebra applets, then implemented and evaluated them. The research methodology took the form of action research cycles in which the design, implementation and evaluation of successive applets determined the data gathering and analysis process. My data consisted mainly of recorded observations and reflective interviews. The underlying theoretical foundation of this study lies in constructivism, which aligned well with the conceptual and analytical framework of Kilpatrick et al.’s (2001) description of teaching proficiency. An in-depth analysis of my classroom observations resulted in multiple narratives that illuminated how teachers harnessed the visualisation capabilities inherent in the software. My findings showed that dynamic visualisation and interactivity afforded by the use of technology are key enabling factors for teachers to enhance the visualisation of mathematical concepts. My analysis across participants also showed that technical difficulties often compromised the use of technology in the teaching of mathematics. The significance of this research is its contribution to the ongoing deliberations of visualisation and utilisation of technological resources, particularly through the empowerment of a community of teachers. The findings recognised that the integration of technology required appropriate training, proper planning and continuous support and resources for the teaching of mathematics. This action research provided insightful information on integrating Dynamic Geometry Software (DGS) tools in mathematics classrooms that could be useful to teachers and curriculum planners. , Thesis (PhD) -- Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mavani, Beena Deepak
- Date: 2021-04
- Subjects: Mathematics -- Computer-assisted instruction , Geometry -- Study and teaching (Secondary) -- South Africa -- Mthatha , Manipulatives (Education) -- South Africa -- Mthatha , Information visualization , Mathematics teachers -- Training of -- South Africa -- Mthatha , GeoGebra Literacy Initiative Project (GLIP) , Dynamic Geometry Software (DGS)
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/177192 , vital:42798 , 10.21504/10962/177192
- Description: Visualisation in the mathematics classroom has its own pedagogical value and plays a significant role in developing mathematical intuition, thought and ideas. Dynamic visualisation possibilities of current digital technologies afford new ways of teaching and learning mathematics. The freely available GeoGebra software package is highly interactive and makes use of powerful features to create objects that are dynamic, and which can be moved around on the computer screen for mathematical exploration. This research study was conceptualised within the GeoGebra Literacy Initiative Project (GLIP) – an ICT teacher development project in Mthatha in the Eastern Cape, South Africa. The focus of this study was on how GeoGebra could be used as a teaching tool by harnessing its powerful visualisation capacity. In the study, selected GLIP teachers collaboratively developed GeoGebra applets, then implemented and evaluated them. The research methodology took the form of action research cycles in which the design, implementation and evaluation of successive applets determined the data gathering and analysis process. My data consisted mainly of recorded observations and reflective interviews. The underlying theoretical foundation of this study lies in constructivism, which aligned well with the conceptual and analytical framework of Kilpatrick et al.’s (2001) description of teaching proficiency. An in-depth analysis of my classroom observations resulted in multiple narratives that illuminated how teachers harnessed the visualisation capabilities inherent in the software. My findings showed that dynamic visualisation and interactivity afforded by the use of technology are key enabling factors for teachers to enhance the visualisation of mathematical concepts. My analysis across participants also showed that technical difficulties often compromised the use of technology in the teaching of mathematics. The significance of this research is its contribution to the ongoing deliberations of visualisation and utilisation of technological resources, particularly through the empowerment of a community of teachers. The findings recognised that the integration of technology required appropriate training, proper planning and continuous support and resources for the teaching of mathematics. This action research provided insightful information on integrating Dynamic Geometry Software (DGS) tools in mathematics classrooms that could be useful to teachers and curriculum planners. , Thesis (PhD) -- Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
A design experiment exploring the influence of visual and kinesthetic tools in learning Grade 8 linear algebra in a Namibian secondary school
- Authors: Kalua, Enos
- Date: 2019
- Subjects: Algebra -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92683 , vital:30724
- Description: Based on a broad literature review, understanding algebra is a challenge among learners in middle schools around the world. Early researches also indicated that algebra is often taught through inherent symbols and procedures. This does not exclude Namibian learners in secondary schools whom I have worked with for over 10 years. Examination reports (2014, 2016 and 2017) serve as evidence that learners performed poorly (below 45%) in the area of algebra, with these reports indicating that teachers need to strongly emphasise the issue of solving linear equations. Therefore, this study presents a proposed design research in an attempt to help learners develop meaningful understanding of linear algebra at Grade 8 level. Eight learners whose ages ranged from 13 - 14 years from one Namibian secondary school in Oshikoto region, in northern Namibia, were the participants in this study. The learners represented different groups of learning abilities, ranging from low learning abilities to high learning abilities. The designed programme for this intervention consisting of eight lessons was planned for three weeks and the lessons were conducted in the afternoon to avoid any interruption with normal learning hours. The study used four tools for data collection, namely, benchmark tests (pre-test and post-test), observation, focus groups and unstructured interviews. The data collected for this study was inductively analysed. The purpose of this study was to determine whether and how the specific visual and kinaesthetic teaching tools (diagrams, expansion box and balance method) used may have contributed to learners’ understanding of algebraic concepts and techniques (variables, expressions and equations). The study used diagrams (geometrical plane shapes) for separating terms, an expansion box for expanding brackets and the balance method for solving linear equations. The study revealed the use of diagrams helped the learners in understanding the separation of variable and constant terms when simplifying expressions through addition and/or subtraction. Moreover, the study also revealed that the use of an expansion box was useful for the learners in understanding expansion of brackets in expressions with more than one term. Regarding the use of the balance method, the study showed that learners were already able to solve linear equations by the transfer method, hence, the balance method was not necessary.
- Full Text:
- Date Issued: 2019
- Authors: Kalua, Enos
- Date: 2019
- Subjects: Algebra -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92683 , vital:30724
- Description: Based on a broad literature review, understanding algebra is a challenge among learners in middle schools around the world. Early researches also indicated that algebra is often taught through inherent symbols and procedures. This does not exclude Namibian learners in secondary schools whom I have worked with for over 10 years. Examination reports (2014, 2016 and 2017) serve as evidence that learners performed poorly (below 45%) in the area of algebra, with these reports indicating that teachers need to strongly emphasise the issue of solving linear equations. Therefore, this study presents a proposed design research in an attempt to help learners develop meaningful understanding of linear algebra at Grade 8 level. Eight learners whose ages ranged from 13 - 14 years from one Namibian secondary school in Oshikoto region, in northern Namibia, were the participants in this study. The learners represented different groups of learning abilities, ranging from low learning abilities to high learning abilities. The designed programme for this intervention consisting of eight lessons was planned for three weeks and the lessons were conducted in the afternoon to avoid any interruption with normal learning hours. The study used four tools for data collection, namely, benchmark tests (pre-test and post-test), observation, focus groups and unstructured interviews. The data collected for this study was inductively analysed. The purpose of this study was to determine whether and how the specific visual and kinaesthetic teaching tools (diagrams, expansion box and balance method) used may have contributed to learners’ understanding of algebraic concepts and techniques (variables, expressions and equations). The study used diagrams (geometrical plane shapes) for separating terms, an expansion box for expanding brackets and the balance method for solving linear equations. The study revealed the use of diagrams helped the learners in understanding the separation of variable and constant terms when simplifying expressions through addition and/or subtraction. Moreover, the study also revealed that the use of an expansion box was useful for the learners in understanding expansion of brackets in expressions with more than one term. Regarding the use of the balance method, the study showed that learners were already able to solve linear equations by the transfer method, hence, the balance method was not necessary.
- Full Text:
- Date Issued: 2019
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