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Research Publications (Applied Sciences)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/213

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    Impact of challenges experienced by teachers and learners on mathematics performance in relation to their socio-economic standing
    (Global Academy of Training and Research (GATR) Enterprise, 2022-09-25) Brijlall, Deonarain; Ivasen, Selvam Jimmy
    Objective – This paper explores the challenges experienced by mathematics teachers and learners of seven high schools in South Africa. A mixed method approach involving interviews and questionnaires was used. Methodology – The sample included 7 principals or deputy principals, 7 departmental heads who supervised mathematics, 1 mathematics teacher who taught mathematics in grades 10 to 12, and 1 mathematics teacher who taught Mathematics in grades 8 and 9. In addition, 1 learner from each grade 8 to 12 was included in the sample. Each participant was interviewed using a structured interview schedule, followed by participants completing a questionnaire. Findings – Vygotsky's socio-cultural and conceptual development theories in mathematics education formed the basis of this study. The 'Inputs, Processes and Output" model of Howie and Kilpatrick's model of the five strands of achieving 'mathematics proficiency was adopted. We identified many systemic, societal, and pedagogical challenges that teachers and learners experienced, which affected their mathematics teaching and learning. Our findings correlated with research in the literature review. Novelty – The researchers concluded there were always intervention strategies that could assist in minimizing or eradicating the challenges faced by the teachers and learners of mathematics, thus improving their socio-economic standing. Type of Paper: Review JEL Classification: A14, 19. Keywords: Challenges, Strategies, Blended Learning, Scaffolding, Conceptual Development, Collaborative Learning. Reference to this paper should be made as follows: Brijlall, D; Ivasen, S.J. (2022). The impact of challenges experienced by teachers and learners on Mathematics performance, in relation to their socio-economic standing, J. Bus. Econ. Review, 7(2), 112–126. https://doi.org/10.35609/jber.2022.7.2(1)
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    Exploring the Gurteen Knowledge Café approach as an innovative teaching for learning strategy with first-year engineering students
    (PKP Publishing, 2015) Brijlall, Deonarain
    This study explored a learning approach based on the Gurteen Knowledge Café to encourage collaborative learning in a first-year Mathematics module. The rationale for carrying out this exploration was to empower students to become active, responsible and critical learners. The study was carried out with 32 first-year Electrical Engineering students at a South African university of technology, who were divided into five groups and engaged in mathematics tasks structured in the form of activity sheets and the general pedagogy was guided by social constructivism. Written responses, classroom activity observations and questionnaires contributed to the data. The activities involved five tasks on hyperbolic functions in preparation for first-year Calculus. Findings emanating from the data analysis indicated that this approach to collaborative learning provided positive attributes which aided effective Mathematics learning and learning in general.