The context-based in teaching and learning of common fractions in grade seven
| dc.contributor.advisor | Moloi, T. J. | |
| dc.contributor.advisor | Mosia, M. S. | |
| dc.contributor.author | Nyembe, Queenhy Rita Lamlile | |
| dc.date.accessioned | 2021-07-08T14:26:27Z | |
| dc.date.available | 2021-07-08T14:26:27Z | |
| dc.date.issued | 2020-07 | |
| dc.description.abstract | This study aimed to design the framework of teaching and learning of common fractions in Grade 7 by the use of a context-based approach. An Annual National Assessment (ANA) report released by the Department of Basic Education during 2012 indicated that learners were experiencing difficulties in fractions, in the lower levels up to the tertiary levels of the teaching and learning. The research focused on Grade 7. It is for this apparent reason that the researcher aimed to design a framework of common fractions for Grade 7 learners. Bricolage is the lens. The reason for the choice of bricolage is to ensure that the context-based strategy is designed to enhance teaching and learning of common fractions and to achieve the research objectives, due to its multi-theoretical, multi-methodological and multi-perspectival qualities. Furthermore, the researcher employed participatory action research (PAR) as the research methodology. PAR encourages co-researchers to participate actively in the research process and encourages learners to be actively involved in the teaching and learning of common fractions in Grade 7. The researcher used critical discourse analysis to present, analyse and interpret data generated from the research field. Data was analysed through three lenses, namely the textual, discursive and social practice level. The findings of the research were used to formulate the framework of teaching and learning of common fractions in grade 7 using context-based approach. I have found that the context-based strategy is a desirable way to improve the teaching and learning of common fractions in grade 7. I recommend the use of this approach in the pursuit for curriculum significance will assist all stakeholders within the DoE, such as learners, teachers and DoE. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/11183 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Dissertation (M.Ed. (Education Studies))--University of the Free State, 2020 | en_ZA |
| dc.subject | Context-based approach | en_ZA |
| dc.subject | Fractions | en_ZA |
| dc.subject | Common fractions teaching | en_ZA |
| dc.title | The context-based in teaching and learning of common fractions in grade seven | en_ZA |
| dc.type | Dissertation | en_ZA |