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    Exploring strategies in mathematical proficiency in social sciences research
    (Global Academy of Training and Research (GATR) Enterprise, 2022-12-31) Brijlall, Deonarain; Jimmy Ivasen, Selvam
    Objective - This paper explores the mathematical proficiency espoused by Kilpatrick et al. to improve teacher and learner mathematics performance in South Africa. A mixed-method approach involving interviews and questionnaires was used. Methodology/Technique - 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, 1 mathematics teacher who taught Mathematics, and 1 learner from each grade 8 to 12 was included in the sample. Each participant was interviewed and had to complete a questionnaire. Finding - Kilpatrick et al. (Kilpatrick, Swafford, & Findell, 2001), who viewed Mathematical Proficiency as a five-stranded process involving conceptual understanding, productive disposition, procedural fluency, strategic competence, and adaptive reasoning, were used as a lens through which this study was conducted. We discovered several systemic, societal, and pedagogical challenges that teachers and students faced, all of which had an impact on their Mathematics teaching and learning. Our findings were in line with what was found in the literature review. The researchers concluded that there were always intervention strategies that could help to reduce or eliminate the challenges that Mathematics teachers and students face. 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 Keywords: Conceptual Development, Mathematical Proficiency, Code-switching. JEL Classification: Z10 A14, 19. to this paper should be referred to as follows: Brijlall, D; Ivasen, S.J. (2022). Exploring strategies in mathematical proficiency in social sciences research, GATR-Global J. Bus. Soc. Sci. Review, 10(4), 249–266. https://doi.org/10.35609/gjbssr.2022.10.4(4)
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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)