scholarly journals Learning mathematical symbolization: conceptual challenges and instructional strategies in secondary schools

2021 ◽  
Vol 35 (70) ◽  
pp. 1180-1199
Author(s):  
Paul Mutodi ◽  
Mogege Mosimege
Keyword(s):  
Instructional Strategies ◽  
South African ◽  
Mathematical Concept ◽  
Limpopo Province ◽  
Focus Group Interviews ◽  
Mathematical Concepts ◽  
12Th Grade ◽  
Mathematical Symbols ◽  
Symbol Sense ◽  
Group Interviews

Abstract This paper investigates South African 12th Grade students’ conceptual challenges with mathematical symbolization and instructional strategies that teachers use to mitigate mathematical symbolization. The study is motivated by the students’ failure to connect representations between symbolic and mathematical ideas to understand concepts and procedures. The study attempts to gain insight into mathematical symbols as potential barriers to students’ understanding of mathematical concepts and processes. The study consists of 120 randomly selected 12th Grade students and 15 purposefully selected mathematics teachers from Sekhukhune district of Limpopo Province, South Africa. Data was collected through questionnaires and focus group interviews. A mixed-method sequential explanatory design was employed. An SPSS cluster analysis of data produced three (3) clusters consisting of 50 (41.6%), 47 (39.3%) and 23 (19.1%) students with severe, mild, and minor challenges with mathematical symbols. Two themes emerged from the students’ difficulties with mathematical symbols. Firstly, students lack symbol sense for mathematical concepts and algebraic insight for problem-solving. Secondly, students disregard conceptual and contextual uses of symbols. The study therefore suggests that students’ negotiation of discourse between the mathematical symbol and the mathematical concept or procedure is crucial developing symbolic meaning. Therefore, teachers need to use appropriate strategies to engage students in processes that allow them to make meanings of mathematical symbols. The study recommends that concepts should be understood before symbolised.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chantyclaire A. Tiba Publishing ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might  be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes  as well as being ill-equipped to integrate  technology  into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to  gain insight  into the  potential benefits of DST  for teaching and learning  and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre-service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote  voice/self-expression, and  (iii) promote collaborative learning and  acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also,  the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals LEARNERS’ VIEWS ON ASYMPTOTES OF A HYPERBOLA AND EXPONENTIAL FUNCTION: A COMMOGNITIVE APPROACH

2019 ◽  
Vol 77 (6) ◽  
pp. 734-744
Author(s):  
Vimolan Mudaly ◽  
Sihlobosenkosi Mpofu
Keyword(s):  
South African ◽  
Assessment Tool ◽  
Sampling Strategy ◽  
Mathematical Object ◽  
Teacher Talk ◽  
Focus Group Interviews ◽  
Qualitative Research Design ◽  
Data Collection And Analysis ◽  
Group Interviews ◽  
Grade 11

Learners in South African schools often respond poorly in questions related to the asymptote. Despite the fact that there are only a few functions in the South African curriculum that actually explore the asymptote, learners still show some deficiency in their understanding of the concept. This research examined Grade 11 learners’ mathematical discourses about the asymptotes of the hyperbola and exponential functions. Data were analysed using the Realisation Tree of a Function, an adaptation of the Realisation Tree Assessment tool from Weingarden, Heyd-Metzuyanim and Nachlieli. While the Realisation Tree Assessment tool focused on teacher talk, the Realisation Tree of a Function focused on learner expression and responses. A qualitative research design was essentially adopted, with exploratory, descriptive and interpretive elements complementing both its data collection and analysis. A purposive sampling strategy was implemented. Data were collected by means of a test administered to a total of 112 Grade 11 participants from four selected secondary schools. Focus group interviews were conducted with 24 of the best-performing participants by using their responses from the written mathematical tests. The results revealed that the learners’ mathematical discourse is not coherent. While learners’ work on each representation was often mathematical there seemed to be a struggle when the task had an unusual orientation. Different expressions of the same mathematical object elicited different responses. The challenge is that learners exhibited a fragmented relationship between the mathematical objects of the function. Keywords: commognition, realization tree, ritualised learning, visual mediators.

scholarly journals Cultural health practices of South African Vatsonga people on the home care of children with measles

Curationis ◽  
2004 ◽  
Vol 27 (1) ◽  
Author(s):  
R.T. Lebese ◽  
V.O. Netshandama ◽  
N.S. Shai-Mahoko
Keyword(s):  
Home Care ◽  
South African ◽  
Limpopo Province ◽  
Health Practices ◽  
Key Informants ◽  
Individual Interviews ◽  
Contextual Design ◽  
The Republic ◽  
Group Interviews ◽  
Project Data

The purpose of this research study was to identify the cultural health practices of the Vatsonga in relation to the home care of children with measles. It was undertaken in the Giyani District of the Limpopo Province, in the Republic of South Africa. The qualitative, explorative and contextual design was used to conduct this project. Data was collected from nine key informants and nineteen general informants. Data was collected using individual interviews with key-informants and focus group interviews with general informants. Observations were also made.

scholarly journals The role of Parliament in promoting active citizenship in relation to the Grade 11 Life Orientation in the South African curriculum

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Agnetha Arendse ◽  
Juliana Smith
Keyword(s):  
South Africa ◽  
South African ◽  
Active Citizenship ◽  
Limited Information ◽  
Focus Group Interviews ◽  
Life Orientation ◽  
The Republic ◽  
Group Interviews ◽  
Grade 11

The Parliament of the Republic of South Africa plays a pivotal role in promoting active citizenship to ensure the deepening of democracy. This article, as based on the study by Arendse, explored the extent to which Parliament as a key participatory institution promotes active citizenship in relation to the Grade 11 Life Orientation (LO) curriculum in South Africa. A qualitative, interpretive approach was employed. However, data were gathered through the crystallisation approach using different methods of gathering data such as document study, questionnaires and focus group interviews, which involved 461 Grade 12 LO learners who had completed the Grade 11 LO curriculum during 2012 and seven LO educators. The findings suggest that there is: (1) lack of exposure, knowledge and understanding about Parliament; (2) lack of public education programmes and initiatives about Parliament; and (3) limited information about Parliament in the LO curriculum.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chantyclaire A. Tiba ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

The implementation of the school feeding scheme (SFS) in South African Public primary schools

2019 ◽  
Vol 41 (2) ◽  
pp. 25-42
Author(s):  
Paul N. Munje ◽  
Loyiso C. Jita
Keyword(s):  
South Africa ◽  
South African ◽  
Primary Schools ◽  
Professional Ethics ◽  
Monitoring And Evaluation ◽  
Qualitative Approach ◽  
Focus Group Interviews ◽  
School Feeding ◽  
Feeding Process ◽  
Group Interviews

In this paper the authors use the collaboration framework to explore the implementation of the School Feeding Scheme (SFS) in two primary schools within South Africa. The authors use a qualitative approach to gather data through individual and focus group interviews with two principals and eight teachers respectively. The feeding process was also observed. The authors found that despite recorded achievements, smooth implementation of the scheme was stifled by varied challenges. However, the current situation can be improved if principals initiate strategies that promote collaboration, while caterers and teachers are trained on collaboration and professional ethics. Monitoring and evaluation is encouraged to identify and resolve impending challenges.

scholarly journals Becoming a (male) foundation phase teacher: A need in South African schools?

2014 ◽  
Vol 4 (3) ◽  
pp. 13 ◽  
Author(s):  
Nontokoza Mashiya
Keyword(s):  
Teacher Education ◽  
South African ◽  
Male Students ◽  
Focus Group Interviews ◽  
Young Learners ◽  
Self Confidence ◽  
Group Interviews ◽  
Preparedness To Teach ◽  
Over Time

This paper reports on a case study of male foundation phase pre-service students who were among the first cohort to specialise in the foundation phase since the inception of the programme at one South African university. The students reported on their experiences of teaching in a female-dominated field and their views about their preparedness to teach in the field. This qualitative study is interpretive in nature. Using purposive sampling, eighteen students were sampled from a population of twenty. Data was generated through focus group interviews and then analysed and categorised. The patterns across categories showed that the pre-service teachers had faced an unwelcoming environment in the schools at the outset, but that this changed over time. Some parents were negative about male teachers in the foundation phase. However, the pre-service teachers were able to work hard and show that they can work with foundation phase learners. The study concluded that male students who enter foundation phase teacher education programmes need a lot of encouragement to boost their self-confidence and to realise the important role they can play in working with young children in a country where many young learners grow up in fatherless homes.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (1) ◽  
Author(s):  
A. Tiba ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals Experiences of student nurses regarding the bursary system in KwaZulu-Natal province, South Africa

2019 ◽  
Vol 24 ◽  
Author(s):  
Eve Jacobs ◽  
Belinda Scrooby ◽  
Antoinette Du Preez
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
South African ◽  
Student Nurses ◽  
Target Population ◽  
Educational Institutions ◽  
Focus Group Interviews ◽  
Staff Members ◽  
Kwazulu Natal ◽  
Group Interviews

Background: During 2010, the South African nursing education system was restructured, changing student nurses from having supernumerary status to being bursary holders. Changes with the introduction of this new bursary system included institutional factors and benefits that could be removed from the students, potentially hampering students’ sense of belonging.Aim: This study aimed to describe the experiences of students receiving bursaries in KwaZulu-Natal (KZN) province and to make recommendations for improving the system to bursary providers, educational institutions and practical settings based on these students’ experiences of the bursary system.Setting: The experiences of student nurses regarding the bursary system are described within a specified setting comprising two nursing campuses in KZN.Method: A qualitative study design was used and seven focus group interviews were conducted with purposively selected participants, representing the target population of first-, second- and third-year male and female nursing students registered for the Diploma in Nursing (General, Psychiatric, Community) and Midwifery.Results: Two main themes and eight subthemes were identified. The findings indicated that some of the bursary system’s experiences were negative as opposed to students having supernumerary status. These experiences had negative socio-economic, psychological, clinical, academic and family impacts. Many concerns related to staff members’ attitudes, shortages of nurses and service demands during students’ clinical practice assignments.Conclusions: The bursary system was not viewed as being beneficial to students as they did not receive all the benefits from being bursary holders. Support in clinical and academic areas was lacking as they were considered to be employees during their clinical assignments. There is an urgent need to review the bursary system.

scholarly journals Exploring motives behind Generation Y’s smartphone purchase

2018 ◽  
Vol 16 (1) ◽  
pp. 284-291
Author(s):  
Nkosivile Welcome Madinga ◽  
Hilda Bongazana Dondolo
Keyword(s):  
Qualitative Research ◽  
Focus Group ◽  
South African ◽  
Generation Y ◽  
Purchase Decisions ◽  
Research Paradigm ◽  
Focus Group Interviews ◽  
Group Members ◽  
Group Interviews ◽  
Technical Features

Considering the increase in smartphones, it becomes important to understand why people buy them. The purpose of this paper is to examine Generation Y’s motives behind smartphone purchases. The study made use of a qualitative research paradigm. Focus group interviews were selected as the method of data collection. Focus group members ranged from seven to ten. A total of 81 (N = 81) South African Generation Y were interviewed. The findings indicate that Generation Y consider quality and technical features when buying smartphones. Additionally, this study also observed that this cohort is status conscious and easily influenced by their friends when making purchase decisions.

Sign in / Sign up

Export Citation Format

Share Document