School of Educationhttp://hdl.handle.net/10386/392017-06-22T18:44:29Z2017-06-22T18:44:29ZExploring mathematical concepts embedded in the mechanics and operations of the centre pivot irrigation systemTau, Morongwana Eliashttp://hdl.handle.net/10386/18092017-06-22T01:00:12Z2016-01-01T00:00:00ZExploring mathematical concepts embedded in the mechanics and operations of the centre pivot irrigation system
Tau, Morongwana Elias
The advent of a new mathematics curriculum in South Africa requires a sound Pedagogical Content Knowledge (PCK) for both novice and experienced educators. Central to this is the challenge of identifying and exploring “rich and appropriate” contexts that may serve as “scaffolds” in the understanding and internalization of school level mathematics concepts. This exploratory, inductive study focused on a real-life irrigation technology in the farming sector with a view to “exploring” the general school level mathematics concepts that might be “grounded” in the machine’s mobility and water spread mechanisms. Data was generated through two stages of theoretical and practical approaches. This was in accordance with Alasuutari’s (1993) phases of simplification of observations and “solving the enigma” during an exploratory research project. In the theoretical approach, the operations of a linear move irrigation machine and a circular move center pivot irrigation system were mimicked through sketches which were explored for the general school level mathematics concepts embedded therein. The practical approach centrally focused on hands-on activities that aimed at verifying the theoretical mathematics models that were perceived to explain how the CPIS moves and spread water across the entire irrigation field. An intense observation of the actual Centre Pivot Irrigation System (CPIS) at the research site formed the spine of the latter data collection stage. Finally a document analysis, which focused on mathematics documents such as the National Curriculum Statement and Curriculum and Assessment Policy Statement documents for grades R-12, was done to ascertain the school level at which the grounded general mathematics concepts are applicable. The findings of this study indicated that certain mathematics concepts might be “constructed” and consolidated in the CPIS context or setting.
Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016
2016-01-01T00:00:00ZAn exploration of folding back in improving grade 10 students’ reasoning in geometryMabotja, Koena Samuelhttp://hdl.handle.net/10386/18052017-06-15T01:00:13Z2017-01-01T00:00:00ZAn exploration of folding back in improving grade 10 students’ reasoning in geometry
Mabotja, Koena Samuel
The purpose of this study was to explore the role of folding back in enriching grade 10 students’ reasoning in geometry. Although various attempts are made in teaching and learning geometry, evidence from several research studies shows that most learners struggle with geometric reasoning. Hence, this study came as a result of such learners’ struggles as shown in the literature as well as personal experiences. The study was a constructivist teaching experiment methodology that sought to answer the following research questions: How does folding back support learners’ interaction with geometric reasoning tasks during the lessons? How does a Grade 10 mathematics teacher use folding back to enrich student reasoning in geometry? The teaching experiment as a research design in this study was found useful in studying learners’ geometric reasoning as a result of mathematical interactions in their learning of geometry. Therefore, it should be noted that the teaching experiments were not conducted as an attempt to implement a particular way of teaching, but rather to understand the role of folding back in enriching learners’ reasoning in geometry.
As a referent to the teaching experiment methodology, the participants in this study were 7 grade 10 mathematics learners’ sampled from a classroom of 54 learners. These seven learners did not necessarily represent the whole class in accordance with the purpose of the study. This requirement was not necessary in determining rigour in teaching experiments. Instead interest was on “organising and guiding [teacher-researchers] experience of learners doing mathematics” (Steffe & Thompson, 2000, p. 300). Furthermore, the participants were divided into two groups while working on the learning activities. Participants were further encouraged to share ideas with each other as they solved the learning activities.
Data was collected through video recording while learners were working on mathematical learning activities. The focus was on the researcher-teacher – learners and learners-learners interactions while working on geometric reasoning learning activities. Learning activities and observations served as subsets of the video data. Learners were encouraged to share ideas with each other as they
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solved the learning activities as recommended by Steffe and Thompson (2000). Likewise, in order to learn the learners’ mathematics, the researcher could teach and interact with learners in a way that encourage them to improve their current thinking (Steffe & Thompson, 2000).
In analysing data, the study adopted narrative analysis. The researcher performed verbatim transcription of the video recordings. Subsequently, information-rich interaction for each mathematical learning activity, where folding back was observed was selected. The selections of such information-rich interactions were guided by Martin’s (2008) framework for describing folding back.
The main findings of the study revealed that in a learning environment where folding back takes place, learners’ reasoning in geometry is enriched. The researcher-teacher’s instructional decisions such as discouraging, questioning, modelling and guiding were found to be effective sources through which learners fold back. The findings also revealed that learners operating at different layers of mathematical understanding are able to share their geometry knowledge with their peers. Moreover, the findings indicated that in a learning environment where folding back takes place, learners questioning ability is enriched. Based on the findings of the study, the recommendations were that Mathematics teachers should create a learning environment where learners are afforded the opportunity to interact with each other during geometry problem solving; such is a powerful quest for folding back to take place.
Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2017
2017-01-01T00:00:00ZA critical analysis of rationalisation and redeployment of educators in Limpopo ProvinceMabotja, Morema Jackhttp://hdl.handle.net/10386/17852017-05-25T01:00:20Z2016-01-01T00:00:00ZA critical analysis of rationalisation and redeployment of educators in Limpopo Province
Mabotja, Morema Jack
Refer to document
Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2016
2016-01-01T00:00:00ZTeaching strategies that teachers use to improve reading and writing in English as first additional language : case studyLumadi, Thabelo Zachariahttp://hdl.handle.net/10386/17632017-05-24T01:00:15Z2016-01-01T00:00:00ZTeaching strategies that teachers use to improve reading and writing in English as first additional language : case study
Lumadi, Thabelo Zacharia
This study reflects on the teaching strategies that that teachers use to improve reading and writing in English FAL in the Acornhoek area of Mpumalanga Province. Since the study wanted to have an in-depth understanding of the strategies that teachers use to improve reading and writing, a qualitative methodology was used.
It is within this methodology that a case study was adopted whereby three methods of data collection were used, namely: interviewing, observation and documents. Two schools were selected as sites for the study by means of purposive sampling. The participants interviewed included teachers and learners. The documents consulted included learners class work books, assignments and tests scripts. The researcher also observed lessons that were presented by the teachers.
This study found that learners have difficulties in reading and writing, for example, they cannot punctuate, pronounce and spell words correctly. Furthermore, the study also found that teachers were not trained to deal with reading and writing difficulties. This is manifested by the strategies that they use to improve reading and writing, for example, lack of use of repetition which they claimed to use during interviews.
KEY WORDS
Reading, Writing, Difficulties, Strategies, Constraints, Improve
Thesis (M. Ed.) -- University of Limpopo, 2016
2016-01-01T00:00:00Z