Concept development in mathematics : teaching and learning of quadratic equations, inequalities and their graphs.
Loading...
Date
1994
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This was an evaluative study undertaken to unpack some of
the factors which could explain Transkei matriculation
students' apparent poor conceptual understanding of
Mathematics and to throw some light on possible solutions
to their problems. In addition the study attempted to
examine how Mathematics as well as the learning and
teaching of Mathematics, were viewed by Transkei teachers
and students at the high school level.
The theory of quadratic equations, inequalities and their
graphs constituted the mathematical content research area
of this study. This topic was chosen because of the key
role that it plays in the matriculation Mathematics
syllabus. There were 8 research questions which led to 8
hypotheses.
The research sample comprised 311 matriculation students
taking higher grade Mathematics and their 10 Mathematics
teachers from 10 schools in the Umtata education circuit.
Four researcher-designed instruments, namely: a diagnostic
test (students'), a student interview schedule, a teachers'
questionnaire, and a teacher interview schedule were used.
The diagnostic test consisted of 38 items aimed at
addressing the first 7 research questions. Students' mean
scores for each group of items of the test addressing a
particular research question were computed and compared
against a criterion score of 60%, using the "Z” statistic.
In addition, an analysis of students' scripts was carried
out and clinical interviews on a sample of the subjects
(students) were conducted to find out their conceptual
difficulties/misconceptions.
The teachers' questionnaire and interview schedule were
used to ascertain the teachers' disposition towards
Mathematics teaching. Accordingly, teachers were divided
into two groups A and B on the basis of their scores in
relation to the median for the whole group. This enabled
the testing of hypothesis 8. In this regard, means for the
students taught by the two respective groups of teachers
were comared by using "Z" statistic to establish if they
were statistically different from each other. Teachers'
reasons for their responses to some of the items in the
questionnaire were analyzed and discussed with a view to
finding out their favourite teaching styles and some of the
difficulties they faced in order to be as effective as they
wished to be.
Analysis of data for research questions 1-7 showed that
students did not have sufficient pre-requisite knowledge,
and did not display a satisfactory level of mastery in
solving quadratic equations and inequalities, and
interpretation of graphs for quadratic equations and
inequalities. Students' difficulties identified from the
findings of this study were classified into 7 categories,
namely: mathematical terms, mathematical symbolic language,
mathematical skills, form in mathematics, over
generalisations, translation and conceptual difficulties.
The "Z" test for hypothesis 8 showed that students taught
by teachers whose teaching strategies were more student-centred
performed better than those who were taught by
teachers whose teaching was inclined towards teacher-centredness.
Finally, recommendations for teachers, curriculum planners,
education authorities and other researchers are also made.
Description
Thesis (M.Ed.)-University of Durban-Westville, 1994.
Keywords
Theses--Education., Mathematics--Study and teaching (Secondary).