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The use of personal response systems to renegotiate the didactical contract in tertiary mathematics education
Thesis (PhD (Mathematics Education))--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613480072249344 |
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| access_status_str | Open Access |
| author2 | Harding, Ansie |
| author_browse | Harding, Ansie |
| author_facet | Harding, Ansie |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Mathematics Education))--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/83936 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:48.836Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/83936 The use of personal response systems to renegotiate the didactical contract in tertiary mathematics education Harding, Ansie karin.bothma@up.ac.za Louw, Ina Bothma, Karin UCTD Mathematics Education Thesis (PhD (Mathematics Education))--University of Pretoria, 2020. Challenges experienced by first year students transitioning from secondary to tertiary mathematics education are examined through the lens of the didactical contract or agreement between the lecturer and students that is founded on beliefs about mutual obligations. First year students’ fundamental beliefs about the nature of mathematics and mathematics teaching/learning must be challenged to renegotiate the didactical contract at tertiary level. Through pedagogy aimed at self-directed learning personal response systems (PRS) are periodically used to make students aware of their own learning and their responsibility for learning. A Likert scale questionnaire is administered at the beginning of the students’ first year to gauge their beliefs about mathematics and mathematics teaching/learning and again at the end of the first semester (or term) to observe possible changes in beliefs and hence the didactical contract. The intervention consists of PRS sessions or so called Time-out sessions, regularly incorporated into the traditional transmission mode lecture to create a student-centred learning environment, aimed at influencing students’ beliefs. Questionnaire data is quantified and compared for the two surveys. There is evidence of a shift towards students taking ownership of their learning and a renegotiation of the didactical contract. Qualitative data generated by focus group interviews confirms the role of the PRS sessions in student beliefs. Mathematics and Applied Mathematics PhD (Mathematics Education) Unrestricted 2022-02-15T12:56:04Z 2022-02-15T12:56:04Z 2022-04 2020 Thesis Bothma, K 2022, The use of personal response systems to renegotiate the didactical contract in tertiary mathematics education, PhD thesis, University of Pretoria. http://hdl.handle.net/2263/83936 A2022 http://hdl.handle.net/2263/83936 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Mathematics Education The use of personal response systems to renegotiate the didactical contract in tertiary mathematics education |
| title | The use of personal response systems to renegotiate the didactical contract in tertiary mathematics education |
| title_full | The use of personal response systems to renegotiate the didactical contract in tertiary mathematics education |
| title_fullStr | The use of personal response systems to renegotiate the didactical contract in tertiary mathematics education |
| title_full_unstemmed | The use of personal response systems to renegotiate the didactical contract in tertiary mathematics education |
| title_short | The use of personal response systems to renegotiate the didactical contract in tertiary mathematics education |
| title_sort | use of personal response systems to renegotiate the didactical contract in tertiary mathematics education |
| topic | UCTD Mathematics Education |
| url | http://hdl.handle.net/2263/83936 |