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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Maths4Stats vir onderwysers : oorspronklike navorsing : wiskundeonderrig

Volume 32, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173
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Abstract

Die onvoldoende aard van die onderwys-infrastruktuur in Suid-Afrika het tot swak akademiese prestasie in openbare skole gelei. Probleme binne skole, soos ondergekwalifiseerde onderwysers en swak prestasie deur onderwysers is die resultaat van 'n oneffektief gestruktureerde onderwysstelsel in ons land. Die implementering van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) in 2012 in openbare skole in Suid-Afrika het sommige onderwysers benadeel en ontmoedig, aangesien hulle met dele van die KABV-vakinhoud onbekend was. Die Departement van Statistiek- en Bevolkingstudies aan die Universiteit van Wes-Kaapland is in 2012 gevra om aan die Maths4Stats-opleidingsprojek deel te neem. Die projek is deur Statistieke Suid-Afrika geloods in 'n poging om onderwysers betreffende die statistiese inhoud van die Wiskunde-kurrikulums vir Grade 10 tot 12 te help oplei. Die span van die Universiteit van Wes-Kaapland wil graag die ondervinding van hul deelname aan die Maths4Stats-opleidingsprojek in die Wes-Kaap met ander deel. Hierdie artikel fokus op die beplanning en uitkomste van hierdie opleidingsessies. Aanvangskennis-resultate het aangedui dat onderwysers nie die onderwerpe wat aangebied sou word, voldoende verstaan nie. In die algemeen het onderwysers se kennis gedurende hierdie sessies verbeter, maar dit is duidelik dat meer opleiding benodig word. Met die kennis wat tydens die eerste Wes- Kaapse Maths4Stats-opleidingsessies ingewin is, word aanbeveel dat soortgelyke ingrepe in die toekoms moet plaasvind om te verseker dat wiskunde-onderwysers goed ingelig en met selfvertroue onderwerpe soos datahantering, waarskynlikheid en regressie-analise kan onderrig.


The inadequate nature of the education infrastructure in South Africa has led to poor academic performance at public schools. Problems within schools such as under-qualified teachers and poor teacher performance arise due to the poorly constructed education system in our country. The implementation in 2012 of the Curriculum and Assessment Policy Statement (CAPS) at public schools in South Africa saw the further crippling of some teachers, as they were unfamiliar with parts of the CAPS subject content. The Statistics and Population Studies department at the University of the Western Cape was asked to join the Maths4Stats project in 2012. This project was launched by Statistics South Africa in an effort to assist in training the teachers in statistical content within the CAPS Mathematics curricula. The University of the Western Cape's team would like to share their experience of being part of the Maths4Stats training in the Western Cape. This article focuses on how the training sessions were planned and what the outcomes were. With the knowledge gained from our first Maths4Stats experience, it is recommended that future interventions are still needed to ensure that mathematics teachers become well-informed and confident to teach topics such as data handling, probability and regression analysis.

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/content/aknat/32/1/EJC144456
2013-01-01
2019-12-11

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