Browsing by Author "Budram, Rajesh."

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The effects of using visual literacy and visualization in the teaching and learning of mathematics problem solving on grade 6 and grade 7.
(2009) Budram, Rajesh.; Mudaly, Vimolan.
In this study I examine the effects of visualization in the teaching of problem solving in grades 6 and 7 in a school south of Durban in KwaZulu Natal. One of the goals of mathematics instruction according to the Department of Education is to prepare learners to become proficient in solving problems (DoE, 2003). Whilst many studies have been conducted in the field of problem solving, using visualization as a strategy to solve problems has been a neglected area in mathematics teaching in some schools. A literature survey shows that the link between solving problems and visualization strategies is making finding solutions easier for learners. The literature suggests that visualization assists learners to develop their problem solving skills as it allows them an opportunity to show their interpretation of the problem and the understanding of mathematical concepts. Through the use of problem centred mathematics, problem centred learning, growth of mathematical understanding and realistic mathematics education, learners see the connection and employ appropriate strategies to solve problems. This study examines the strategies employed by educators in the teaching and learning of problem solving and the strategies used by learners when solving problems. Data was collected from educators using a questionnaire, observation of grade 6 and 7 learners in the classroom and semi structured interviews. The conclusions from the data analysis have shown that problem solving is been neglected and that visualization does assist learners in solving problems.
An exploration of pre-service teachers use of visualization when teaching and solving problems in the mathematics classroom.
(2020) Budram, Rajesh.; Mudaly, Vimolan.
One of the objectives of mathematics instruction, according to the Department of Education (DoE) in South Africa, and elsewhere globally, is to prepare learners to become proficient in mathematics problem solving. There are many factors that contribute to learners becoming proficient in problem solving. The literature and many studies mentioned within this research present the many arguments for the field of problem solving and visualization. Extant literature related to the range of problem solving is plentiful but there is insufficient or limited studies in the neglected field of visualization especially in how pre-service teachers use visualization and problem solving strategies in the classrooms. This study examines the use of visualization to support the teaching of problem solving strategies by pre-service teachers. The literature survey within this study intimates that a relationship is forged between solving problems and visualization. The available literature suggests that visualization assists learners to develop problem solving skills as it allows them to interpret the problem and show an understanding of the mathematical concepts. Literatures also indicate that when problem solving strategies are used in conjunction with the visual skills, the learners become more proficient in solving problem in the mathematics classroom. Thus, this research looks in a fine grained manner at how visualization and problem solving strategies are used by pre-service mathematics teachers. Data was collected in phases from the pre-service teachers using a questionnaire, lesson observations, semi-structured interviews, evaluation worksheets and learner‟s books. The pre-service teacher‟s verbal and written responses were examined and their classroom practices were observed in conjunction with learner‟s material. The results from the data analysis have shown that some of the pre-service teachers have limited knowledge in the use of visualization and mathematical strategies when solving problems. It was also noted that they need to improve their mathematical content knowledge and how to use mathematical problem solving strategies together with visualization when teaching problem solving. These aspects need to be urgently addressed during their teacher training programmes.