Masters Degrees (School of Mathematics, Natural Sciences and Technology Education)
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Browsing Masters Degrees (School of Mathematics, Natural Sciences and Technology Education) by Advisor "Mpalami, Nkosinathi"
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Item Open Access Exploring the teaching and learning of circle geometry in rural schools(University of the Free State, 2023) Mpheti, Vincent Molebogeng; Mpalami, NkosinathiThis report presents a qualitative case study exploring the teaching and learning of circle geometry in rural schools. The study involved six educators and was carried out in Bohlabela District, Mpumalanga. Data was collected through lesson observations of six consecutive lessons during the content workshop, lesson observations during class visits, learnersโ scripts, and semi-structured interviews with the educators. The Duvalโs cognitive theory guided the study. The findings indicate that educators that participated in this study were able to teach the correct content following the annual teaching plan. Learners were able to complete tasks set on circle geometry during teaching and learning in the classroom. On the other hand, the educators could not emphasise the issue of composing and decomposing shapes, the application of visualising shapes before proving the theorems, the relationship of shapes within the orientation of the circle and encouraging learners in solving circle geometry problems. Learners could not solve geometric problems, provide statements and prove theorems. The findings of this study might be useful to all secondary school mathematics in improving the teaching and learning of circle geometry. This study recommends using the cognitive processes when teaching circle geometry and assessing learners in mathematics classrooms.Item Open Access Exploring the teaching of Grade 4 mathematical word problems in the Thabo Mofutsnayna district(University of the Free State, 2024) Mokhathi, Mpho; Mpalami, NkosinathiFor Grade 4 learners, mathematical word problems (MWPs) are a concept that is challenging as it requires for them to be proficient in the language of learning and teaching. The challenge of teaching MWPs in the Thabo Mofutsanyana is mostly intensified by the fact that majority of the schools in the district are multilingual and English is not a home language for the learners. This study sought to answer the research question that reads as ๐๐ฐ๐ธ ๐ฅ๐ฐ ๐๐ณ๐ข๐ฅ๐ฆ 4 ๐ฎ๐ข๐ต๐ฉ๐ฆ๐ฎ๐ข๐ต๐ช๐ค๐ด ๐ฆ๐ฅ๐ถ๐ค๐ข๐ต๐ฐ๐ณ๐ด ๐ต๐ฆ๐ข๐ค๐ฉ ๐ฎ๐ข๐ต๐ฉ๐ฆ๐ฎ๐ข๐ต๐ช๐ค๐ข๐ญ ๐ธ๐ฐ๐ณ๐ฅ ๐ฑ๐ณ๐ฐ๐ฃ๐ญ๐ฆ๐ฎ๐ด ๐ช๐ฏ ๐ฎ๐ข๐ต๐ฉ๐ฆ๐ฎ๐ข๐ต๐ช๐ค๐ด ๐ญ๐ฆ๐ด๐ด๐ฐ๐ฏ๐ด? The Vygotskyโs sociocultural theory is the theory that was adopted. This theory argues that learners develop knowledge through social interaction with others. The mixed methods methodology was implemented in this study, where a survey questionnaire was administered to 129 educators and two educators were observed and interviewed. Four major themes emerged from the analysis of the data showcasing what affects the teaching of MWPs in Grade 4 mathematics. Firstly, the research findings suggest that educators perceive MWPs as hard to teach. Secondly, the use of English to teach MWPs, makes it difficult for the educators to teach and for the learners to understand it. Thirdly, MWPs tasks are cognitively demanding. Lastly, the correct use of learner-teacher support material (LTSM), teaching aids and manipulatives might strengthen the content being taught by creating visual representations of the MWPs, therefore, creating a better understanding for the learners. The study suggests that the teaching of Grade 4 mathematical word problems is a concept that is challenging but can be easily taught provided that recommended strategies are implemented to assist learners in developing their own knowledge and understanding when doing mathematical word problems.Item Open Access The teaching of Grade 7 mathematics through the use of multiple means of representation(University of the Free State, 2024) Mmotsi, Irene Mpho; Mpalami, NkosinathiThe study aimed at exploring how Grade 7 educators in the Thabo Mofutsanyane district in Circuit 8 use multiple means of representation in mathematics lessons. The reviewed literature gave insight into the incorporation of multiple means of representation in mathematical lessons. The literature review covered the teaching and learning of fractions, South African curriculum, and inclusive education. The study was guided by the Universal Design for Learning (UDL) framework. The research adopted qualitative design. Four Grade 7 mathematics educators from Thabo-Mofutsanyana district in Circuit 8 were purposively chosen to participate in the study. The participating educators were invited from four different schools. Two lessons per educator were observed with the aid of an observation schedule. The observations were followed by semi structured interviews. Three educators were interviewed based on what they would have taught during the lessons (the fourth participant withdrew at the interview stage). The findings in this study show that educators have the potential to use multiple means of representation in their lessons, to make challenging mathematics concepts such as fractions accessible to all learners. Together with real life materials, educators used prescribed textbooks and DBE workbooks. While UDL principle (multiple means of representation) was helpful in this study, it is recommended that two other principles should be considered when studies of this nature are conducted.