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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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Subject: search.filters.subject.Constructivism

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    Digital instructional and pedagogical gaps in mathematics education during COVID-19 : APOS theory based laboratory methodology in higher education
    (Horizon Research Publishing Co., Ltd., 2021) Mukavhi, Leckson; Brijlall, Deonarain; Abraham, Jose
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    Designing an APOS Theory : technoscience framework to understand mathematical thinking
    (2021) Mukavhi, Leckson; Brijlall, Deonarain; Abraham, Jose
    The understanding of mathematical thinking is fundamental cognitive and neuroscience phenomenon in mathematics education that can enhance both instructional and pedagogical practice for improved learning outcomes in mathematics. Several studies for the past decades have been thriving to bring out both operational and structural nature of mathematical thinking. This paper presents the novel theoretical framework as a build on to the APOS theory. The APOS theory has managed to successfully explain the mathematics thinking processes involved in the construction of a mathematics concept based on the premises of limited technology integration into mathematics education. Technology and science artefacts are now ubiquitous and constantly advancing and affecting our philosophical assumptions in mathematics education. We carried out a quasi-experiment in a mathematics laboratory involving two groups of 80 students apiece per study year taking Calculus course with differentiated teaching and learning at the University of Zimbabwe. This novel framework, APOS Theory-Technoscience, factored in technological and scientific oriented actions and processes led us to suggest an APOS-T framework as a didactic model for teaching Mathematics in Higher Education. The model could be an emerging digital pedagogy for face to face and remote mathematics instruction.
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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.