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Online learning and peer support: Exploring the use of WhatsApp in first-year mathematics 在线学习和同伴支持:探索WhatsApp在一年级数学中的使用
IF 1.2 Q4 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-05-31 DOI: 10.4102/pythagoras.v44i1.716
Mark Jacobs, F. George, Daniel Anga’ama
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引用次数: 0
Research Resilience in the COVID era 研究COVID时代的韧性
IF 1.2 Q4 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2022-12-15 DOI: 10.4102/pythagoras.v43i1.714
Rajendran Govender
No abstract available.
没有可用的摘要。
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引用次数: 0
Ticks and crosses in primary mathematics assessments: What purpose do they serve? 小学数学评估中的勾号和叉号:它们有什么用途?
IF 1.2 Q4 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2022-11-17 DOI: 10.4102/pythagoras.v43i1.647
Brian Chihodzi, W. Mwakapenda, B. Ngulube
Ticks and crosses (TCs) are a common aspect of teachers’ classroom practice in relation to assessment in many learning areas including mathematics. Putting TCs in learners’ written work is a strategy of feedback. Even though these TCs are frequently used in different types of mathematics assessments, there is limited research in relation to what they actually stand for and what functions they are designed for and especially what purpose they eventually serve in practice. This article emerged from a broader study that aimed at exploring classroom formative assessment practices of Grades 4–6 mathematics teachers, a learning goals and documentary analysis. Since this study was qualitative in nature, we used qualitative, non-probability sampling to recruit respondents according to pre-selected criteria relevant to our research questions. The study participants were 43 qualified and experienced Intermediate Phase mathematics teachers and 95 Grades 4–6 learners from the Tshwane South district, where a phenomenon of low achievement was of great concern. We engaged in document analysis of all the 95 learners’ mathematics workbooks. Questionnaires were administered to the 43 teachers. We report on an analysis of teachers’ assessment practices of Grades 4–6 learners’ mathematics work. We narrate the extent of the use of TCs among teachers from selected schools in Tshwane South district in Gauteng, South Africa. Our analysis shows that while there is prevalent use of TCs among teachers, there are critical gaps in relation to knowledge of TCs in assessing mathematics. We present a qualitative and quantitative data analysis to illustrate how these were used in connection with assessment of learners’ mathematics work linked to the concepts of numerical, geometric, and graphical relationships. We use our analysis of the vignettes to explore and argue that teachers use TCs without adequate understanding of what these actually mean in relation to assessment broadly and assessment intended at collecting and clarifying goals for mathematical learning specifically. Despite teachers having mathematical qualifications and a repertoire of experience for teaching, the majority of teachers grappled with understanding mathematical concepts as evidence in how they marked learners’ mathematics work. The study also found that teachers’ understandings of assessment of mathematics were diverse and largely inconsistent with the formal definitions of mathematics.Contribution: This study indicated that there are critical gaps in relation to knowledge of TCs in assessing mathematics. A clear-cut marking policy will guide teachers to provide effective marking using TCs.
在包括数学在内的许多学习领域,勾号和叉号是教师课堂实践中与评估相关的一个常见方面。将TC放在学习者的书面作品中是一种反馈策略。尽管这些TC经常用于不同类型的数学评估,但关于它们的实际含义、设计用途,尤其是它们最终在实践中的用途,研究有限。本文来自一项更广泛的研究,旨在探索4-6年级数学教师的课堂形成性评估实践、学习目标和文献分析。由于这项研究本质上是定性的,我们根据与我们的研究问题相关的预先选择的标准,使用定性、非概率抽样来招募受访者。研究参与者是来自茨瓦内南区的43名合格且经验丰富的中级数学教师和95名4-6年级的学习者,那里的低成绩现象非常令人担忧。我们对所有95名学生的数学练习册进行了文献分析。对43名教师进行了问卷调查。我们报告了对教师对4-6年级学生数学作业的评估实践的分析。我们叙述了南非豪登省Tshwane南区选定学校的教师使用TC的程度。我们的分析表明,虽然教师中普遍使用TC,但在评估数学时,在TC知识方面存在严重差距。我们提出了一个定性和定量的数据分析,以说明如何将这些数据用于评估与数字、几何和图形关系概念相关的学习者的数学工作。我们利用对小插曲的分析来探索和论证教师使用TC时,没有充分理解这些TC在广泛评估和旨在收集和明确数学学习目标的评估中的实际含义。尽管教师具有数学资格和丰富的教学经验,但大多数教师都在努力理解数学概念,以此作为他们如何标记学习者数学工作的证据。研究还发现,教师对数学评估的理解是多样的,并且在很大程度上与数学的正式定义不一致。贡献:这项研究表明,在评估数学时,TC的知识存在严重差距。明确的评分政策将指导教师使用TC进行有效的评分。
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引用次数: 0
Prospective teachers’ cognitive engagement during virtual teaching using GeoGebra and Desmos 基于GeoGebra和Desmos的虚拟教学中准教师的认知投入
IF 1.2 Q4 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2022-11-04 DOI: 10.4102/pythagoras.v43i1.691
S. Tesfamicael
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引用次数: 1
Investigating the cognitive demand levels in probability and counting principles learning tasks from an online mathematics textbook 在线数学教材中概率与计数原理学习任务的认知需求水平研究
IF 1.2 Q4 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2022-09-15 DOI: 10.4102/pythagoras.v43i1.677
George Ekol, Simphiwe Mlotshwa
This case study carried out during the 2020 coronavirus disease of 2019 (COVID-19) lockdown used online data collection means to investigate the distribution of cognitive demand levels of probability and counting principles (PCP) learning tasks in a popular online Grade 12 mathematics textbook, based on the PCP teachers’ rating. The teachers’ cognitive demand ratings were categorised following Stein’s mathematical task framework. Five mathematics teachers from four secondary schools in two provinces in South Africa participated in the study by filling in an online questionnaire. We developed a rating framework named the mean cognitive demand rating (MCDR) to help us interpret the teachers’ perception of the tasks in terms of cognitive demand to the learners. Data from the teachers’ ratings revealed nearly 65% of the PCP learning tasks in the online textbook were rated as high. Analysis of secondary data from Department of Basic Education diagnostic reports from 2014 to 2020, however, suggests no association between teachers’ rating of learning tasks and learner performance. Contribution: This study draws attention to a long-standing underperformance in the topic of probability and suggests classroom-based study that focuses on the learners’ rating of the learning tasks themselves to understand clearly how best to support them.
本案例研究在2019年冠状病毒病(COVID-19)封锁期间进行,采用在线数据收集手段,根据概率与计数原理(PCP)教师评分,调查流行的12年级在线数学教科书中概率与计数原理(PCP)学习任务的认知需求水平分布。教师的认知需求等级按照Stein的数学任务框架进行分类。来自南非两个省四所中学的五名数学教师通过填写在线问卷参与了这项研究。我们开发了一个评分框架,称为平均认知需求评分(MCDR),以帮助我们解释教师在认知需求方面对学习者的任务感知。来自教师评分的数据显示,在线教科书中近65%的PCP学习任务被评为高。然而,对2014年至2020年基础教育部诊断报告中的二级数据的分析表明,教师对学习任务的评级与学习者的表现之间没有联系。贡献:这项研究引起了人们对概率主题长期表现不佳的关注,并建议以课堂为基础的研究,重点关注学习者对学习任务的评价,以清楚地了解如何最好地支持他们。
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引用次数: 0
Grade 10 teachers’ example selection, sequencing and variation during functions lessons 十年级老师在功能课上的例子选择、排序和变化
IF 1.2 Q4 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2022-08-29 DOI: 10.4102/pythagoras.v43i1.696
H. Mbhiza
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引用次数: 0
Effective communication of learning intentions and success criteria in the mathematics classroom: MERLO pedagogy for Senior Phase South African schools 数学课堂上学习意图和成功标准的有效沟通:南非高中阶段学校的MERLO教学法
IF 1.2 Q4 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2022-08-16 DOI: 10.4102/pythagoras.v43i1.666
L. O. Adesanya, M. Graham
A well-designed assessment construct is critical for improving all aspects of quality education and validating the achievement of educational reform. The global prevalence of how teachers communicate learning intentions (LIs) and success criteria (SC) has been of great concern, particularly in the South African context. This study investigates how Meaning Equivalence Reusable Learning Objects (MERLO) pedagogy effectively transforms Senior Phase mathematics teachers’ daily practice in the classroom. The study adopted qualitative participatory action research to frame the evolution of teachers’ praxeologies such as teachers’ meta-didactical and didactical praxeologies, to improve teachers’ beliefs and practices to integrate MERLO pedagogy as assessment activities. Twelve Senior Phase teachers were purposively selected in Gauteng, South Africa. The methods used for data generation were interviews, classroom observation, document analysis, field notes and training sessions. Thematic analysis was used to obtain insight into teachers’ beliefs and practice of effectively communicating LIs and SC in the classroom. At the initial stage, teachers were examined with regard to their beliefs and practices of assessment practices in the classroom, which informed MERLO intervention. In the second stage, teachers were asked to learn about MERLO items by reading the MERLO handout provided to them, participating in the workshop and sharing their opinions and views with others. In the third stage, teachers had to design MERLO assessment items on their own to assess learners’ level of understanding of the mathematical concepts in Senior Phase. The findings revealed that the participating teachers acquired adequate knowledge and skills on MERLO techniques that allowed them to structure and integrate the lesson plan of assessment activities into their mathematics classrooms. This study contributes to the body of knowledge by introducing MERLO pedagogy to Senior Phase South African mathematical teachers as an assessment strategy. COVID-19 caused some teachers to drop out of the study after the pre-MERLO participation phase and, accordingly, future research suggests that more teachers be included in similar studies.
一个精心设计的评估结构对于改善素质教育的各个方面和验证教育改革的成就至关重要。教师如何传达学习意图和成功标准在全球范围内的普遍性一直备受关注,尤其是在南非。本研究探讨了意义对等可重复使用学习对象(MERLO)教学法如何有效地改变高年级数学教师的日常课堂实践。该研究采用了定性的参与式行动研究来构建教师实践的演变,如教师的元教学法和教学实践法,以改善教师的信念和实践,将MERLO教育法整合为评估活动。有计划地在南非豪登省挑选了12名高级阶段教师。数据生成所使用的方法包括访谈、课堂观察、文件分析、现场笔记和培训课程。主位分析用于深入了解教师在课堂上有效沟通LIs和SC的信念和实践。在最初阶段,对教师的信念和课堂评估实践进行了检查,这为MERLO干预提供了信息。在第二阶段,教师被要求通过阅读提供给他们的MERLO讲义、参加研讨会以及与他人分享他们的意见和观点来了解MERLO项目。在第三阶段,教师必须自行设计MERLO评估项目,以评估学习者在高年级对数学概念的理解水平。调查结果显示,参与的教师获得了足够的MERLO技术知识和技能,使他们能够将评估活动的课程计划构建并整合到数学课堂中。本研究通过将MERLO教学法作为一种评估策略引入南非高年级数学教师,为知识体系做出了贡献。新冠肺炎导致一些教师在MERLO前参与阶段后退出研究,因此,未来的研究表明,更多的教师将参与类似的研究。
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引用次数: 1
The intersect of early numeracy, vocabulary, executive functions and logical reasoning in Grade R R年级早期算术、词汇、执行功能和逻辑推理的交叉
IF 1.2 Q4 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2022-08-05 DOI: 10.4102/pythagoras.v43i1.646
Hanrie S. Bezuidenhout, E. Henning
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引用次数: 0
Exploring the relationship between commognition and the Van Hiele theory for studying problem-solving discourse in Euclidean geometry education 探讨欧几里得几何教学中问题解决话语研究中交际与范·海尔理论的关系
IF 1.2 Q4 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2022-07-29 DOI: 10.4102/pythagoras.v43i1.659
S. C. Mahlaba, Vimolan Mudaly
This article is an advanced theoretical study as a result of a chapter from the first author’s PhD study. The aim of the article is to discuss the relationship between commognition and the Van Hiele theory for studying discourse during Euclidean geometry problem-solving. Commognition is a theoretical framework that can be used in mathematics education to explain mathematical thinking through one’s discourse during problem-solving. Commognition uses four elements that characterise mathematical discourse and the difference between ritualistic and explorative discourses to explain how one displays mastery of mathematical problem-solving. On the other hand, the Van Hiele theory characterises five levels of geometrical thinking during one’s geometry learning and development. These five levels are fixed and mastery of one level leads to the next, and there is no success in the next level without mastering the previous level. However, for the purpose of the Curriculum and Assessment Policy Statement (CAPS) we only focused on the first four Van Hiele levels. Findings from this theoretical review revealed that progress in the Van Hiele levels of geometrical thinking depends mainly on the discourse participation of the preservice teachers when solving geometry problems. In particular, an explorative discourse is required for the development in these four levels of geometrical thinking as compared to a ritualistic discourse participation.
这篇文章是对第一作者博士研究的一章的深入理论研究。本文的目的是讨论在欧几里得几何问题解决过程中,共认与Van Hiele理论之间的关系,以研究语篇。认知是一种理论框架,可用于数学教育中,通过解决问题时的话语来解释数学思维。Commognition使用数学话语的四个要素以及仪式性话语和探索性话语之间的区别来解释一个人如何表现出对数学问题解决的精通。另一方面,Van Hiele理论描述了一个人在几何学习和发展过程中几何思维的五个层次。这五个等级是固定的,掌握一个等级会导致下一个等级,如果不掌握上一个等级就没有下一个级别的成功。然而,就课程和评估政策声明(CAPS)而言,我们只关注前四个Van Hiele级别。这篇理论综述的结果表明,Van Hiele几何思维水平的进步主要取决于职前教师在解决几何问题时的话语参与。特别是,与仪式性话语参与相比,探索性话语是发展这四个层次的几何思维所必需的。
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引用次数: 1
Language and multilingualism in the teaching and learning of mathematics in South Africa: A review of literature in Pythagoras from 1994 to 2021 南非数学教学中的语言和多语言:1994年至2021年毕达哥拉斯文献综述
IF 1.2 Q4 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2022-07-25 DOI: 10.4102/pythagoras.v43i1.669
Kathryn McLachlan, Anthony A Essien
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引用次数: 2
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Pythagoras
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