Sabinet | Fasilitering van refleksie by onderrig of leer van wiskunde - geïnspireer deur maatskaplike verantwoordbaarheid : oorspronklike navorsing
n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Fasilitering van refleksie by onderrig of leer van wiskunde - geïnspireer deur maatskaplike verantwoordbaarheid : oorspronklike navorsing
Author Marthie S. Van der Walt1
Wanneer leerders se prestasie in wiskunde ondersoek word, is dit belangrik om meer as bloot net hul kognitiewe prestasie in die vak onder die soeklig te plaas. Die doel van dié studie was om 23 wiskundeleerders in graad 7 - onderskeidelik Setswana-, Engels-, isiXhosa- en Afrikaanshuistaalsprekers wat as 'n groep saam deur medium van Engels en Afrikaans onderrig word - te evalueer. Daar is gepoog om hul sterk en swak punte te identifiseer en te reflekteer oor die status van hul studie-oriëntasie (onderskeidelik hul wiskundeselfvertroue, studiegewoontes in en houding teenoor wiskunde), kennis van basiese wiskunde en kennis van die tegniese woordeskat (as één aspek van wiskundetaal). Die leerders moes drie gestandaardiseerde vraelyste, triMATHS, op een dag invul met pouses van 10 minute tussen die vraelyste. Die resultate van die data bevestig dat dié groep leerders se kennis van basiese wiskunde (gemeet deur die (BW[P]) en hul basiese wiskundewoordeskat in Afrikaans of Engels (gemeet deur die (WW[P]) toereikend is. Leerders se wiskundeselfvertroue, studiehouding en studiegewoontes in wiskunde (SOM[P]) het gewissel van onseker tot ontoereikend. Die prestasie van leerders volgens die profiele wat aan die hand van die drie vraelyste geteken is, is as groep en individueel geanaliseer om diegene te identifiseer wat moontlik hulp, ondersteuning en remediëring nodig het. Die antwoorde op die drie vraelyste wat tydens die studie ingevul is, het die navorser en die wiskunde-onderwyser in staat gestel om inligting oor leerders se agtergrond, gevoelens, houdings en gewoontes rakende hul studie-oriëntasie in wiskunde, hul wiskundewoordeskat en wiskundekennis stelselmatig te ontleed en te interpreteer. Dit is gedoen aan die hand van verdere agtergrondinligting wat deur die onderwyser bygedra is om leerders se prestasie beter te verstaan. Ongelukkig kon die resultate wat verkry is, nie geïmplementeer word in 'n toepaslike intervensie wat leerders se studie-oriëntasie potensieel sou kon verbeter nie, omdat die betrokke skool aan die einde van 2010 permanent gesluit is.
The value of reflection on the process of teaching or learning mathematics with regard to Grade 7 learners in an impoverished rural school
When studying learners' performance in mathematics, it is important to investigate more than just their cognitive performance in the subject. The purpose of this study was to investigate, identify and reflect on the strong and weak points of 23 grade 7 learners in respect of their study orientation (i.e. confidence in mathematics, study attitude and study habits in mathematics), as well as their knowledge of basic mathematics and their basic vocabulary in mathematics. The 23 learners came from Setswana, English, isiXhosa and Afrikaans home language backgrounds and were taught through medium of English and Afrikaans. Three standardised questionnaires or tests, triMATHS (BM[P], MV[P] and SOM[P]), were administered on the same day with ten-minute breaks in between the questionnaire or tests. The results of the data confirmed that these learners could do basic mathematics (BM[P]), and knew the basic vocabulary of mathematics (MV[P]). However, their confidence in mathematics, their study attitude and study habits in mathematics (SOM[P]) varied mostly from unsure to inadequate. Profiles were drawn of the individual learners' performance in triMATHS, as well as those of the group, and these were analysed to identify those who might need assistance, support or remediation. The systematic analysis and interpretation of the results from the three questionnaires or tests helped the researcher and the teacher to better understand learners' backgrounds, their feelings, attitudes and habits (study orientation in mathematics), their knowledge of basic mathematics, as well as their basic vocabulary in mathematics. (The latter was further probed during the in-depth interview with the mathematics teacher.) No intervention, however, was developed to remediate, support or develop these learners' inadequate study orientation because their school was permanently closed after 2010.
Persistent Link : https://hdl.handle.net/10520/EJC128696