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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Betekenisgewing : 'n noodsaaklikheid vir effektiewe leer van Wiskunde : oorspronklike navorsing

Volume 31, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173

Abstract

Die artikel ondersoek die verskynsel van hoekom effektiewe leer nie altyd in Wiskunde en, meer spesifiek, in Algebra op skool verwesenlik word nie. In 'n poging om te verstaan hoekom leerders nie effektief leer nie, is 'n narratiewe ondersoek uitgevoer op toekomstige onderwysers (studente) wat vir 'n Wiskundeonderwyskursus geregistreer is en op onderwysers wat verder in Wiskundeonderwys wil studeer. Hierdie narratiewe ondersoek beoog ook om die navorser se ondervindings van verskeie struikelblokke in die aanbieding van Wiskundeonderwys bekend te maak en om insigte vanuit die navorser se persoonlike besinnings te lewer. Die uitkomste word vergelyk met moontlike redes soos weergegee in die literatuur. Die deelnemers se antwoorde word bespreek deur hul reaksies op sommige van die vrae te analiseer.


This article examines the phenomenon of why effective learning does not always materialise in Mathematics and, more specifically, in Algebra at school level. In an attempt to understand why effective learning evades learners, a narrative inquiry was conducted on future teachers (students) enrolled for a Mathematics education course as well as on teachers furthering their studies in Mathematics education. Such narrative inquiry also aims to make known the researcher's experience of the various obstacles encountered in the teaching of Mathematics education and to offer insights afforded by the researcher's personal reflections. The outcomes are compared with possible reasons as portrayed in literature. The participants' responses are discussed by analysing their responses to some of the questions posed to them.

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/content/aknat/31/1/EJC128704
2012-01-01
2019-08-26

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